School Performance and Results
At Longlands Primary School, we are ambitious for every child. We want pupils to develop secure foundations in reading, writing and mathematics, build a rich body of knowledge across the curriculum and leave us confident and ready for the next stage of their education.
Statutory assessment provides important information about pupils’ attainment. It is one part of the wider picture we build of every child’s learning, development and achievement.
The information on this page relates to pupils completing the relevant statutory assessment points during the 2024/25 and 2025/26 academic years.
Key Stage 2 Results
Children complete national curriculum assessments at the end of Year 6. Tests take place in reading; mathematics; and grammar, punctuation and spelling. Writing is assessed by teachers.
The 2025 Longlands cohort contained 31 pupils. The 2026 attainment cohort contained 33 pupils. Each year relates to a different group of children, so results should be read as separate cohort outcomes rather than as a direct like-for-like comparison.
For the combined measure, a pupil must meet the Expected Standard in reading, writing and mathematics. A pupil who meets the standard in two subjects but not the third is not counted within the combined percentage.
| Measure | Longlands 2025 | National 2025 | Longlands 2026 | National 2026 |
|---|---|---|---|---|
| Reading, writing and mathematics combined: Expected Standard | 61% | 62% | 52% | 63% |
| Reading: Expected Standard | 81% | 75% | 63% | 75% |
| Writing: Expected Standard | 71% | 72% | 75% | 73% |
| Mathematics: Expected Standard | 61% | 74% | 73% | 75% |
EYFS • Year 1 Phonics • Year 4 Multiplication Tables Check
The table below presents Longlands Primary School’s 2026 outcomes alongside the published national outcomes available on 27 October 2026.
| Assessment measure | Longlands 2026 | National outcome | Comparison / publication note |
|---|---|---|---|
| EYFS: Good Level of Development (GLD) | 60% | 72.3% (2026) | Longlands was 12.3 percentage points below the 2026 national outcome. |
| Year 1 Phonics Screening Check: met the Expected Standard | 51.7% | 82% (2026) | Longlands was 30.3 percentage points below the 2026 national outcome. |
| Year 4 Multiplication Tables Check: pupils scoring 25 out of 25 | 17% | 2026 national figure not yet published | The latest official national figure available is 37% for 2025. The 2026 national release is scheduled for November 2026. |
| Year 4 Multiplication Tables Check: pupils scoring 20 out of 25 | 47.8% | No directly matching published national headline measure identified | DfE headline reporting uses the national average score and the percentage achieving 25 out of 25. This Longlands measure should therefore be reported without a national comparison unless a matching official table is selected. |
Understanding the terminology
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Expected Standard
At the end of Year 6, pupils complete national curriculum tests in reading; mathematics; and grammar, punctuation and spelling. Test outcomes are reported using scaled scores. Writing is assessed through statutory teacher assessment. “Expected Standard” means that a pupil has demonstrated the knowledge and skills expected by the end of Key Stage 2.
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Higher Standard and Greater Depth
Some pupils demonstrate attainment above the Expected Standard. In tested subjects this is described as the Higher Standard. In writing, higher attainment is reported as Greater Depth within the Expected Standard.
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Progress
Attainment describes the standard pupils reached at the end of Year 6. Progress is a separate measure comparing pupils’ outcomes with those of pupils nationally who had similar prior attainment. Progress scores should be taken from the official school-level DfE data and should not be calculated from attainment percentages.
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Why results vary from year to year
Each set of results relates to a different cohort of pupils. Cohort size, starting points and individual needs vary. For this reason, percentages from different years should be considered alongside the wider context and should not be read as if they describe the progress of the same children.
RESULTS MATTER BECAUSE EVERY CHILD MATTERS.
Published assessment results provide one important measure of children’s achievement, but they do not tell the whole story of a child or a school. At Longlands, we use assessment carefully to understand what pupils know, remember and can do, identify gaps and misconceptions and decide what pupils need to learn next.
We maintain a strong focus on securing the foundations of reading, writing and mathematics while ensuring that all pupils experience an ambitious, inclusive and broad curriculum. We remain ambitious for every pupil, including pupils with SEND, disadvantaged pupils and pupils experiencing other barriers to learning.
Official performance information
Parents and carers can also view the Department for Education’s published performance information for Longlands Primary School through the government’s Compare School and College Performance service.
Government performance information may be updated at different points during the academic year and may therefore relate to a different reporting period from the latest school information shown on this page.
School Performance and Results
