| Child |
Reading (Sublevel of progress in 2 years) |
Writing (Sublevel of progress in 2 years) |
Mathematics (Sublevel of progress in 2 years) |
Nationally expected sublevel of progress over two years for all primary aged children |
| 1* |
4 |
3 |
6 |
3 |
| 2 |
8 |
4 |
7 |
3 |
| 3 |
8 |
5 |
4 |
3 |
| 4* |
3 |
2 |
3 |
3 |
| 5 |
8 |
7 |
6 |
3 |
| 6 |
5 |
3 |
6 |
3 |
| 7* |
4 |
1 |
5 |
3 |
| 8 |
10 |
6 |
6 |
3 |
| 9 |
6 |
3 |
3 |
3 |
| 10 |
7 |
4 |
4 |
3 |
| Average |
6.44 |
3.88 |
4.88 |
3 |
Pupils whose statement of special educational needs also specified an additional specific learning difficulty (dyslexia) are marked by *.
1The term ‘child’ and ‘children’ will be used in general and family contexts whilst ‘pupils’ will be used for specific educational contexts. ‘Families’ is used mainly instead of ‘parents/carers.’
2 A ‘small holding’ is a small farm. In this instance, 6 acres with animals and crops.
| Child |
Reading (Sublevel of progress in 2 years) |
Writing (Sublevel of progress in 2 years) |
Mathematics (Sublevel of progress in 2 years) |
Nationally expected sublevel of progress over two years for all primary aged children |
| 1* |
4 |
3 |
6 |
3 |
| 2 |
8 |
4 |
7 |
3 |
| 3 |
8 |
5 |
4 |
3 |
| 4* |
3 |
2 |
3 |
3 |
| 5 |
8 |
7 |
6 |
3 |
| 6 |
5 |
3 |
6 |
3 |
| 7* |
4 |
1 |
5 |
3 |
| 8 |
10 |
6 |
6 |
3 |
| 9 |
6 |
3 |
3 |
3 |
| 10 |
7 |
4 |
4 |
3 |
| Average |
6.44 |
3.88 |
4.88 |
3 |
Pupils whose statement of special educational needs also specified an additional specific learning difficulty (dyslexia) are marked by *.
1The term ‘child’ and ‘children’ will be used in general and family contexts whilst ‘pupils’ will be used for specific educational contexts. ‘Families’ is used mainly instead of ‘parents/carers.’
2 A ‘small holding’ is a small farm. In this instance, 6 acres with animals and crops.