Progress Measures 2024

2024 Y6 cohort: there were no national progress measures as this cohort did not take Y2 SATs due the pandemic. However, we judge progress for the 2024 Y6 cohort to be good because:

  • EXS+ measures for Reading, S,P & G, Maths and Writing were above national for the 2024 Y6 cohort. However:
    • Only 5 of the 22 children who took Y6 SATs in 2024 were with us in Y2. Only 3 of these children were assessed to be working at EXS+ in Y2.
    • Of the 17 children who joined this cohort after Y2, 8 pupils were EAL and new to the country. Additionally, 9 of these 17 children joined us in Y5 or Y6.

The low levels of pupil stability and low prior attainment shown for our 2024 Y6 cohort are not untypical for KPNS. For instance:

  • 2025 Y6 cohort:
    • 45% of cohort  joined after Y2
    • 36% of cohort joined after Y3
      • 5 of the 8 children joining after Y3 are EAL new to country
  • 2025 Y6 cohort. Of the 11 children for whom we have Y2 assessments:
    • Reading: 36% were working at EXS+ at end of KS1
    • Writing: 36% were working at EXS+ at end of KS1
    • Maths: 54% were working at EXS+ at end of KS1
  • 2025 Y5 cohort
    • Reading: 37% were working at EXS+ at end of KS1
    • Writing: 40% were working at EXS+ at end of KS1
    • Maths: 46% were working at EXS+ at end of KS1
  • 39% of this cohort are being supported / monitored for their SEND needs, with 2 children having an EHCP.

Stability, which measures the percentage of students admitted at the standard time of admission, is well below the national average at KPNS. This means that our teachers are assimilating and assessing new pupils far more regularly than teachers in schools with stability measures in line with national averages.

Assessment Procedures at KPNS

Teachers at KPNS are continually assessing children’s understanding of curriculum content in a formative way to inform next steps in teaching. This formative, assessment for learning takes the form of, for example:

  • Retrieval and recap activities at the start of lessons to reactivate prior knowledge and consolidate long term memory as well as address misconceptions
  • Opportunities to complete blank knowledge organisers.
  • Low stakes quizzing throughout lessons to check understanding of key knowledge and taught vocabulary.
  • Activities at the end of lessons or units of teaching designed to assess children’s ability to answer the Enquiry Questions that underpin lessons.
  • Marking and feedback in books.

In core subjects, summative assessments such as national SATs, phonics screening, EYFS profiles, NFER assessments and end of unit White Rose assessments are used  to assess what we have taught the children in terms of curriculum content and to identify individual and group gaps.

You can read more about assessment in individual subjects in each of the ‘Curriculum Overviews’ found in the curriculum section of our website.