Early Years Results

Children in the EYFS are assessed against the Early Learning Goal (ELG) through ongoing, formative observation of their everyday play, interactions and learning, rather than through formal testing. Practitioners build a holistic picture of each child by noticing what they can do independently and consistently across different contexts, using their professional judgement to determine whether a child has achieved the expected level of development at the end of Reception. Evidence is gathered naturally through conversations, child-initiated activities, and adult-led learning and is not required to be formally recorded unless useful. Teachers then make a final, best-fit judgement for each ELG as either “Emerging” or “Expected.”

 

Area of Learning	How Feniscowles Performed	National Comparison Percentage at Expected Level (National Average for 2024 – as 2025 is not yet published)
Communication & Language (both Listening/Attention and Understanding + Speaking)	85%	79.3 %
Personal, Social & Emotional Development (PSED)	90%	82.9 %
Physical Development	90%	84.8 %
Literacy (combined word reading and comprehension)	71%	70.0 %
Mathematics	78%	77.0 %
Good Level of Development (GLD) — i.e. expected in the 12 ELGs across C-L, PSED, Physical, Literacy & Maths	70%	67.7 %

 

Year 1 Phonics Screening Check

The Phonics Screening Check is a short, statutory assessment taken by all children in Year 1 to assess how well they can use their phonics knowledge to decode words. It consists of 40 items: 20 real words and 20 pseudo-words (nonsense words with a phonically decodable pattern such as ‘splod’). The check helps teachers identify children who are making good progress with phonics and those who may need additional support. It is delivered one-to-one by a teacher the child knows and results are reported to parents.

How Feniscowles Performed	National Comparison Percentage at Expected Level
91.5%	80%

 

Year 4 Multiplication Check

The Multiplication Tables Check (sometimes called the MTC for short) is a statutory online assessment taken by pupils in Year 4 to determine how securely they know their multiplication tables up to 12 × 12. The check consists of 25 questions, each with a 6-second response time, and is automatically scored. It is designed to be a low-stakes assessment that helps schools identify pupils who need further support with times table recall. A range of access arrangements are available to ensure the check is fair and inclusive. These include a pause button, rest breaks, and adjustments for pupils with visual, hearing or motor impairments. Schools can also disable the on-screen timer, provide coloured overlays or use approved accessibility software. Access arrangements must reflect normal classroom practice and be recorded during the MTC administration window. There is no set “pass rate” for this assessment.

 

How Feniscowles Performed	National Comparison Percentage at Expected Level
Average score out of 25  22.5	Average Score out of 25 21
Percentage of children who scored full marks 51.6%	Percentage of children who scored full marks 37%

 

Year 6 Statutory Assessments (SATS)

Year 6 SATs are national statutory assessments taken by pupils at the end of Key Stage 2 to measure their attainment in reading, mathematics, and grammar, punctuation and spelling (GPS), with writing assessed by teacher judgement. The tests provide a standardised measure of how pupils are performing against national expectations and help inform secondary transition. To ensure the assessments are accessible and fair, a range of access arrangements is available for pupils who need additional support. These include extra time, the use of readers (for maths and GPS), scribes, word processors, rest breaks, prompters, and arrangements for pupils with visual or hearing impairments such as enlarged print, braille, or modified test materials. Access arrangements must reflect the pupil’s normal classroom practice and be applied in line with STA guidance to ensure validity and compliance.

How Feniscowles Performed	National Comparison Percentage at Expected Level
Combined (The percentage of children reaching the expected standard in reading, writing and maths combined) 55.9%   Combined Greater Depth Standard 6%	Combined (The percentage of children reaching the expected standard in reading, writing and maths combined) 62%    Combined Greater Depth Standard 8%
Maths Expected Standard 67.8% Greater Depth Standard 8.5%	Maths Expected Standard 74% Greater Depth Standard 26%
Reading Expected Standard 71.2% Greater Depth Standard 32.2%	Reading Expected Standard 75% Greater Depth Standard 33%
Writing Expected Standard 71.2% Greater Depth Standard 10.2%	Writing Expected Standard 72% Greater Depth Standard 13%
Grammar, Punctuation and Spelling Expected Standard 71.2% Greater Depth Standard 10.2%	Grammar, Punctuation and Spelling Expected Standard 72% Greater Depth Standard 30%

 

Click here to access the Department for Education School Performance Tables  .  This link takes you to the Department For Education 'Compare Schools Performance' website.