Achievement
At Sutton Manor Community Primary School, we want every child to achieve highly from their individual starting points. Achievement is not viewed solely through statutory outcomes, but through the knowledge, understanding, confidence, independence and wider opportunities children develop throughout their time with us.
Leaders regularly evaluate achievement across all subjects and year groups to ensure children, including disadvantaged children, children with SEND, children with EAL and children facing barriers outside school, are supported to succeed.”
Key Stage Two Outcomes - Y6
Percentage of children who achieved the expected standard | 2018-2019 | 2022-2023 | 2023-2024 | 2024-2025 | 2025-2026 |
Reading | 43% | 52% | 56% | 60% | |
Mathematics | 60% | 48% | 52% | 60% | |
Writing | 70% | 61% | 64% | 73% | |
Spelling, punctuation, and grammar | 63% | 52% | 45% | 53% | |
Key Stage Two Combined Measure (Reading, Writing, and Mathematics) | 40% | 35% | 55% | 47% | |
Average Scaled Scores | |||||
Reading | 99 | 101 | 100 | 103 | |
Maths | 99 | 104 | 100 | 102 | |
Spelling, Punctuation and Grammar | 101 | 100 | 98 | 101 | |
Multiplication Check - Y4
Phonics Outcomes - Y1
Percentage of children who achieved the expected standard in phonics | 2024-2025 | 2025-2026 |
Percentage achieving the expected standard in phonics (school) | 85% | |
LA Average | 80% | |
National Average | 80% |
EYFS Outcomes
Percentage of children who achieved a good level of development (GLD) at the end of EYFS | 2024-2025 | 2025-2026 |
Percentage achieving GLD | 67.9% | |
LA Average | 64.9% | |
Regional Average | 65% | |
National Average | 68.3% |
How we evaluate achievement across the curriculum
Achievement is evaluated through a wide range of evidence, including lesson observations, work in books, pupil discussions, retrieval activities, statutory assessments, phonics outcomes and ongoing teacher assessment. We place significant importance on whether learning is remembered over time and applied independently.
We recognise that strong achievement is built upon secure foundations in reading, communication, behaviour, attendance and participation. Monitoring, therefore, focuses not only on outcomes but also on the quality of learning experiences children receive each day.
Early Reading and Phonics
Little Wandle teaching
phonics assessment each half-term
fluency assessments
rapid intervention assessment
reading and spelling ages
termly summative assessment.
Mathematics
fluency checks and assessments
weekly reasoning reviews
weekly arithmetic reviews
Y1-Y4 daily fluency check
ongoing assessment
termly summative assessment.
Writing
daily handwriting
daily spelling
on-going assessment
termly summative assessment.
Foundation Subjects
ongoing assessment
TAPS assessment in Science
recall and retrieval quizzes
termly summative assessment.
Achievement for different groups of children
Inclusion is central to the school’s approach to achievement. We carefully identify barriers to learning and adapt provision to ensure children receive the support they need to succeed.
This includes:
targeted academic intervention
adaptive teaching strategies
pastoral and emotional support
attendance support
SEND provision and external agency involvement
regular progress reviews for vulnerable groups.
We regularly evaluate achievement for:
disadvantaged children
children with SEND
children with EAL
children known to social care
children with attendance barriers
children requiring additional pastoral support.
Wider achievement
We believe achievement extends beyond statutory outcomes. Children are encouraged to develop confidence, resilience, leadership and wider talents throughout their time at school.
We monitor participation carefully to ensure opportunities are inclusive and accessible for all children. Children are encouraged to demonstrate the school values of Service, Humility, Integrity, Nurture and Excellence in all aspects of school life.
Children are provided with opportunities to:
represent the school in sporting competitions
attend clubs and enrichment activities
take part in performances and assemblies
develop leadership responsibilities
contribute through pupil voice opportunities
participate in trips, visits and wider experiences.
How well do we achieve?
You can compare Sutton Manor Community Primary School’s performance against other schools nationally using the Department for Education Compare School Performance website. Compare School Performance website.
What are we improving?
Alongside governors, we regularly review the impact of school improvement work and identify areas for further development.
Current priorities include:
increasing the number of children who reach the combined measure at the end of key stage two
strengthening outcomes across the curriculum
ensuring curriculum changes are fully embedded and consistently implemented
improving retention and recall of key knowledge over time
continuing to reduce gaps for some vulnerable groups of children
further strengthening attendance for children with barriers.