The DfE has published revised information on the 2018 key stage two assessments and statistics on the performance of state-funded schools in multi-academy trusts. Please find below a summary of the key points:
Attainment in reading, writing and maths combined:
- 64% of pupils reached the expected standard in reading, writing and maths combined. This figure is not directly comparable to previous years because of changes to writing teacher assessment frameworks.
Attainment by test subject:
- In reading, 75% of pupils reached the expected standard in 2018, up by four percentage points (pp) from 2017.
- In maths, 76% of pupils reached the expected standard, up by 1pp.
- In grammar, punctuation and spelling (GPS), 78% of pupils reached the expected standard, up by 1pp.
- Improvements since 2016 should be viewed with caution as results are expected to increase as pupils and teachers get used to the new curriculum and assessments.
Key stage two reading attainment by phonics prior attainment:
- 88% of pupils who reached the phonics standard in year one attained the expected standard in the key stage two reading test.
- Of pupils who met the expected standard in phonics by the end of year two (but not in year one), 62% went on to meet the expected standard.
- Of those pupils who did not reach the expected standard by the end of year two, 30% met the expected standard.
- Of those pupils who did not reach the phonic standard by the end of year two, girls were more likely to catch up to achieve the expected standard in reading by the end of key stage two.
- 34% of girls who had not achieved the phonics standard by the end of year two, achieved the expected standard in the key stage two readings tests, compared to 29% of boys.
Average scaled scores:
- Average scaled scores remained largely stable compared to 2017.
- The reading scaled score increased by one scaled score point to 105. The average scaled score remained the same in maths and GPS, at 104 and 106 respectively.
Attainment by teacher assessments:
- Teacher assessments in reading, maths and science showed increased attainment in 2018.
- Attainment at the expected standard in reading TA increased by 1pp to 80%, while maths TA increased by 2pp to 79% and science TA increased by 1pp to 82%.
- In writing TA, the proportion of pupils who reached the expected standard in 2018 was 78%, while 20% of pupils were working at greater depth. Changes made within the 2017/18 writing TA frameworks mean that judgements in 2018 are not directly comparable to those made using the previous interim frameworks in 2016 and 2017.
Attainment and progress by school type:
- Attainment levels in mainstream academies and free schools as a group were broadly similar to those in local authority maintained mainstream schools.
- Within the academies group, converter academies had a higher proportion of pupils achieving the expected standard than the average for all state-funded mainstream schools. This is likely to be explained by the fact that schools that choose to convert to academies are typically high performing schools, while sponsored academies are typically low performing before their conversion to academy status.
- The progress made by pupils in LA maintained schools and converter academies is marginally higher than the national average in all subjects.
- Pupils in sponsored academies made less progress in reading and in maths than pupils with similar prior attainment in other types of schools. However, they made more progress in writing.
Attainment in academies over time:
- Academies that have been open the longest have the highest attainment.
- In converter academies that have been open for seven years or more, 71% of pupils reached the expected standard in reading, writing and maths while in sponsored academies 63% of pupils reached the expected standard.
- In converter academies open for one academic year, 65% of pupils reached the expected standard while in sponsored academies open for one year 53% reached the standard.
Schools below the floor standard:
- In 2018, 364 (3%) state-funded mainstream schools were below the primary school floor standard. This downward trend continues from previous years with 511 (4%) schools below the floor standard in 2017 and 665 (5%) in 2016.
- London has the lowest proportion of schools below the floor with fewer than 1% of schools The East and the East Midlands have the highest percentage of schools below the floor (4%)
Schools falling within the coasting definition:
- In 2018, 640 schools met the coasting definition criteria. This represents 5% of schools included in the coasting calculation. There has been a year on year increase in the percentage of coasting schools, with 524 (4%) of schools identified as coasting in 2017, and 477 (3%) in 2016.
- The West Midlands had the highest proportion of coasting schools at 7%. London had the lowest proportion at 1%.
Attainment and progress by pupil characteristics:
- In 2018, the gender gap at the expected standard in reading, writing and maths was 8pp: 68% of girls reached the expected standard compared to 61% of boys. The gender gap remained the same as 2017.
- At the higher standard, 12% of girls achieved the standard in all of reading, writing and maths compared to 8% of boys – a gap of 3pp. This gap remained unchanged from 2017.
- At individual subject level, more girls reached the expected standard in all subjects. As in 2017, the biggest attainment gap between boys and girls was in writing TA at 12pp. The gender gap at the expected standard in maths was only 1pp, which was notably smaller than in other subjects.
- At the higher standard, girls outperformed boys in all subjects except in maths where boys outperformed girls by 4pp. This pattern is consistent with previous years, where boys performed better than girls only at the higher standard in maths.
- Progress scores showed a similar pattern with girls progressing more in reading, and boys making more progress in maths.
- In 2018, 51% of disadvantaged pupils reached the expected standard in all of reading, writing and maths compared to 70% of all other pupils, a difference of 20pp. This gap has narrowed by 1pp since 2016.
- The gap at the higher standard between disadvantaged pupils and all other pupils had increased from 5pp in 2016 to 8pp in 2018.
- Disadvantaged pupils make less progress in each of reading, writing and maths than all other pupils with similar prior attainment. However, the difference in progress is less than the equivalent of one scaled score point.
Free school meal (FSM) eligibility:
- As in previous years, FSM eligible pupils have lower attainment in 2018 compared to all other pupils nationally: 46% of FSM eligible pupils achieve the expected standard in reading, writing and maths, compared to 68% of all other pupils, a difference of 21pp.
- FSM eligible pupils made less progress in reading, writing and maths than all other pupils with the same prior attainment nationally. The progress scores show that on average FSM eligible pupils achieve about one scaled score point less in all subjects than non-FSM pupils.
Special Education Needs (SEN):
- In 2018, 21% of pupils with SEN reached the expected standard in all of reading, writing and maths, compared with 74% of pupils with no identified SEN, resulting in an attainment gap of 52pp. This was the same as in 2017 but an increase of 6pp compared to 2016.
- Pupils with SEN make less progress in all subjects compared pupils with no identified SEN.
Multi-academy trust performance measures:
- The number of eligible MATs included in the key stage two measures has increased from 155 in 2017 to 240 in 2018. This is an increase from 893 to 1,408 schools, and from 35,442 to 56,367 pupils - representing 9.3% of the state-funded mainstream key stage two pupil cohort.
- At key stage two in MATs, progress was higher in writing and maths than in reading. In 2018, 25% of MATs had progress scores above or well above the national average in reading, compared with 32% in writing and 30% in maths. 25% of MATs had progress scores below or well below average in reading, compared with 18% in writing and 24% in maths.
- Compared to the national average for all state-funded mainstream schools, pupils in MATs make more progress in writing and maths but less in reading
Performance of MATs in key stage two progress measures by pupil characteristics:
- The percentage of pupils that are disadvantaged, have SEN or have English as an additional language (EAL) are higher in MATs than the national average, and their prior attainment at key stage one is slightly lower.
- In MATs, disadvantaged pupils make more progress in each measure than the national average for disadvantaged pupils. Similarly, EAL pupils make more progress in each measure than the national average for EAL pupils. However, SEN pupils, non-SEN pupils, low prior attainment pupils, non-disadvantaged pupils and pupils with English as a first language make less progress in reading than their respective national averages
Progress measures by prior attainment at key stage one:
- Pupils in the low and medium prior attainment groups in MATs make more progress in writing and maths than the national average for these groups, but less progress in reading.
- Pupils in the high prior attainment group in MATs make more progress in writing than the national average for high prior attainment pupils, but less progress in both reading and maths.
- The gap between low and high prior attainment pupils is higher in MATs than the national average for each progress measure.
Progress measures by size of MAT and mix of academy types:
- There is no clear relationship between the number of pupils at the end of key stage two within each MAT and the performance of a MAT in the key stage two progress measures.
- The individual MATs are composed of different types of academies in varying proportions. The data suggests that there is no clear relationship between mix of school types within a MAT and their performance in the progress measures for key stage two.
About the data:
- This publication provides revised 2018 key stage two national curriculum assessment results for pupils in schools in England at national, regional and local authority level.
- The MAT performance measures at key stage two are progress in reading, writing and maths. There is no combined reading, writing and maths attainment measure for MATs. Progress scores for schools within a MAT are weighted according to the length of time they have been in the MAT and their total cohort size, in order to produce MAT level figures.
- More information on the calculation of the measures and eligibility criteria is contained in the quality and methodology document here.
The full release can be accessed here.
First published 13 December 2018