They reveal test scores for state primary schools in England and show which schools are meeting the Government’s targets. In 2016, a school will be deemed to be above the floor standard if at least 65 per cent of pupils meet the expected standard (previously Level 4) in reading, writing and mathematics, or if the school satisfies separate pupil progress measures.
Have a look through our searchable league table, which reveals the top 1,000 primary schools in England or use our interactive table to search all primary state schools in England.
The top 1,000 schools have been sorted by first organising the schools according to the percentage of pupils meeting the expected standard in reading, writing and maths, and then by the percentage of pupils reaching the higher standard (previously Level 5).
53 per cent of schools met the expected standard and five per cent of schools achieved the higher standard in reading, writing and maths.
According to analysis by the Telegraph, the top performing primary school in the country is Temple Grafton CofE Primary School in Alcester, Warwickshire, where 100 per cent of pupils met the expected standard and 46 per cent met the higher standard this year.
It should be taken into account, however, that the school only had 13 eligible pupils. The second school in the Telegraph’s rankings is Lowbrook Academy in Maidenhead, where 100 per cent of the 29 pupils achieved the expected standard in their SATs exams and 45 per cent met the higher standard.
Comparisons with previous results are inadvisable, since previous tables produced by the Telegraph originally sorted schools on the average point score across all subjects, which is no longer a measure used by the Government.
Furthermore, considering the new curriculum, ‘expected standard’ is not a direct equivalent with Level 4 – the previous national standard for key stage 2.
London’s schools were top of the class
The proportion of schools that were judged not to be up to standard varied significantly across the country.
Regionally, London’s schools were the least likely to fall below the Government’s new benchmarks, with just one per cent doing so. In the South West and the East Midlands the figure was as high as seven percent.
Bedford was the worst performer out of England’s 152 local education authorities with one in five schools falling below the floor standard.
Dorset had the second worst record nationally on 18 per cent while at the other end of the scale 35 local authorities didn’t contain a single sub-standard school.
Girls did better than boys
Boys tend to perform worse than girls in Key Stage 2 assessments and this year’s figures show that this pattern has continued, despite the emphasis shifting to progress made, or value added, rather than purely on attainment.
As many as 57 per cent of girls achieve the expected standard – roughly equivalent to a level 4b in the old assessment levels – in reading, writing and mathematics compared to 50 per cent of boys.
The gap is larger than that seen in previous years – there was a six percentage point gap for the old expected standard in 2015 and 2014.
However, despite their stronger performance overall, girls were found to have made less progress than boys in maths.
Free school meal eligibility is still a key divide
Eligibility for Free School Meals continues to be a key predictor in how well a child will perform at Key Stage 2.
Just 35 per cent of FSM pupils achieved the expected standard across reading, writing and maths last year compared to 57 per cent for all other pupils.
There is a similar divide when it comes to making progress in individual subjects with the biggest gap coming in reading.
Those with English as an additional language made big strides
Half of pupils whose first language is other than English reached the expected standard in all of reading, writing and mathematics, lower than the national average and compared with 54 per cent of pupils whose first language is English.
However, pupils with English as an additional language tended to make far better progress than those with English as a first language.
Children with English as an additional language made significant leaps in maths and writing and also improved in reading, while their classmates with English as a first language made slightly less progress across the board.
Those with summer birthdays were less likely to do well
Age plays a surprisingly big role in how well pupils perform at KS2 with those born in September – i.e. the eldest in the class – being far more likely to achieve the expected standard in reading writing and maths.
Those with August birthdays – i.e. the youngest in the class – did worst.
The reverse is true when it comes to the amount of progress made, however, with younger pupils making larger improvements than their elder peers.
Schools with fewer than 6 pupils taking a qualification are not shown in the tables because of the risk of an individual pupil’s results being identified.