Early Years Foundation Stage

At the end of the Reception Year, the children are assessed using the Early Years Foundation Stage Profile (EYFS). A Good Level of Development is defined as working at the expected standard or exceeding the expected standard in the key areas of Communication and Language, Physical Development, Personal, Social and Emotional Development, Literacy and Mathematics.

Key Stage 1

2018-2019 was the fourth year of the new testing and assessment arrangements for the end of Key Stage 1, which is in line with the more challenging Primary National Curriculum (introduced in 2014).

For more information, please see the ‘Information for parents: national curriculum assessment results at the end of Key Stage 1’ found using the following link from the Standards and Testing Agency. https://www.gov.uk/government/publications/results-at-the-end-of-key-stage-1-information-for-parents

At the end of Key Stage 1, teachers are required to assess each child in Reading, Writing, Maths and Science and report their attainment to the DfE. In order to do this, there are National Curriculum Tests (SATs) that are used to help support teacher’s judgements in relation to the standard that each child has achieved.

EYFS and KS1 Data 2019

In 2016, new Key Stage 2 tests for Maths, Reading and Grammar, Punctuation and Spelling were administered, which assess children against a national standard. The tests administered during Summer 2018, were therefore the third set of tests that assessed the new primary curriculum, which was introduced in 2014.

When looking at results, there is a focus on both attainment and progress.


This refers to the standard that the children have reached, and for KS2 assessments, these results are reported as a scaled score.  A scaled score of 100 represents the expected standard for each test. To reach the expected standard in each test subject, a pupil must achieve a scaled score of 100 or more. The threshold for the higher standard (working at Greater Depth) is a scaled score of 110. If a child achieves less than 100, this means that they may require more support to reach the expected standard.

The highest scaled score possible at KS2 is 120, and the lowest is 80. There is more information on scaled scores at:  www.gov.uk/guidance/scaled-scores-at-key-stage-2.


Individual pupil progress scores are calculated in comparison to other pupils nationally. The average progress score will be zero. A school’s progress scores for Reading, Writing and Mathematics are calculated as its pupils’ average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero.

Progress scores for Reading, Writing and Maths will be centred around 0, with most schools within the range of -5 to +5.

* A score of 0 means pupils in this school on average do about as well at KS2 as those with similar prior attainment nationally.

* A positive score means pupils in this school on average do better at KS2 as those with similar prior attainment nationally and a negative score means pupils in this school on average do worse at KS2 as those with similar prior attainment nationally.

Please find below a summary of the attainment and progress of pupils from Year 6 for 2018-19.

Subjects% of Knaphill pupils who met the expected standardNational % who met the expected standard% of Knaphill pupils achieving a higher standard (greater depth for writing)National % achieving a higher standard (greater depth for writing)Knaphill Average Scaled ScoreNational Average Scaled ScoreKnaphill Expected

Progress from KS1
Spelling, Punctuation & Grammar83%78%57%36%109.3106N/A
Maths, Reading & Writing71%65%14%11%N/AN/AN/A