Primary schools
Primary school results explained: a parent’s guide
Understand key stage 2 results, expected and higher standards, scaled scores, progress measures, attendance and pupil context.
What key stage 2 results measure
Published key stage 2 results describe the pupils who reached the end of primary school in a particular academic year. They normally include reading, writing and maths measures, plus grammar, punctuation and spelling and science where available.
The cohort changes every year, so results should be read as a trend rather than a permanent score for the school.
Expected and higher standards
Expected-standard percentages show how many pupils met the national threshold in each subject. The combined reading, writing and maths measure requires a pupil to meet the expected standard in all three subjects, so it is usually lower than the individual subject figures.
The higher-standard measure identifies pupils working at greater depth or achieving a higher test score, depending on the subject and published definition.
- Read the combined measure first for a broad overview.
- Check individual subjects to identify particular strengths or differences.
- Compare school, local-authority and England figures from the same year.
Scaled scores and progress
Tested subjects use scaled scores, with 100 representing the expected standard. An average above 100 means the cohort’s average test score was above that threshold; it does not mean every pupil met the standard.
Progress measures compare pupils with others nationally who had similar prior attainment. They are different from attainment and should not be interpreted as grades. Where a progress measure is not published, it should be shown as unavailable rather than treated as zero.
Why cohort and pupil context matter
A percentage from a cohort of 20 pupils represents far fewer children than the same percentage from a cohort of 100. Small cohorts naturally create more year-to-year variation.
Disadvantage, special educational needs, English as an additional language, mobility and attendance can add useful context. They should never be used to lower expectations or rank children; they help explain why apparently similar headline results may come from very different school communities.
Use results alongside other evidence
Consider the curriculum, pastoral support, SEND provision, travel, wraparound care, admissions rules and the latest Ofsted information. A school visit and direct conversation remain important because published datasets cannot describe relationships, culture or how a child will experience the school.