Academic Results

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Department for Education Compare Schools site

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End of Key Stage 2 (Year 6 – aged 11): 55 pupils

2017 was the second year of new, more challenging assessment tests, based on a new primary curriculum that was introduced in September 2014. As in 2016 results were reported as a scaled score between 80 and 120, with 100 being the national expectation (not the national average) for a Year 6 pupil. Pupil outcomes were exceptional, with significant improvements all round on the impressive results achieved in 2016.

2016-17 Year 6 pupil outcomes and comparative pupil performance data

Measure 2017 2016



RWM at Expected Standard 91%  92%  
RWM High 49% 20%  
Reading Expected Standard 98%  93%  
Reading at Greater Depth 75% 44%  
Reading Average Scaled Score 112.9 108.7 108
Writing Expected Standard (TA) 91%  93%  
Writing Greater Depth (TA) 45%  42%  
GPS Expected Standard 98%  90%  
GPS Greater Depth 76% 54%  
GPS Average Scaled Score 113.6 108.8 110
Maths Expected Standard 96% 95%   
Maths Greater Depth 56% 38%  
Maths Average Scaled Score 110.2 108.2 108

 RWM:    Reading + Writing + Maths

Expected standard: a government set target for pupil performance

Scaled score range: 80-120

Scaled score: 100 is the national standard; over 100 is above the national standard; below 100 is below the national standard

Greater depth: at an enhanced standard

GPS:     Grammar, punctuation and spelling

TA:        Teacher assessment


  • There are 64 primary schools in Richmond and Kingston. When our results are compared with other schools we did as follows:
    Measure 2017
    Reading Expected Standard 1st
    Reading at Greater Depth 1st
    Writing Expected Standard (TA) 2nd
    Writing Greater Depth (TA) 1st
    GPS Expected Standard 2nd
    GPS Greater Depth 1st
    Maths Expected Standard 5th
    Maths Greater Depth 4th

     The average percentage test mark in 2017 for each subject tested was:

    Subject Maximum Raw score Percentage
    Reading 50 40.9 81.8%
    Spelling 20 16.1 80.5%
    Grammar & punctuation 50 43.1 86.2%
    GPS combined 70 59.3 84.7%
    Arithmetic 40 34.4 86.0%
    Mathematical Reasoning 70 58.6 83.7%
    Mathematics combined 110 93 84.5%


Arguably the performance of the 2017 cohort of Year 6 pupils was the best ever achieved by pupils of this age at our school.

In tests on a more challenging curriculum (introduced in September 2014; first tested in 2016) pupils performed at significantly higher standards than the impressive outcomes on the first new set of tests in 2016.

The average scaled score for each subject tested was above the greater depth threshold (110)

At least 95% of pupils reached, or surpassed, the national expectation of a scaled score of 100 or more:

  •  Reading             98% 
  • GPS                       98%
  • Mathematics     96%

A highly ambitious target for writing at greater depth (the advanced categorisation standard) was achieved. 45% of Year 6 pupils were judged as performing at this standard. This represented a 3% improvement on the equally impressive outcome in 2016: 42% of pupils performing at greater depth. Year on year pupils at Barnes perform at consistently high standards in writing

  •  Comparative data: Year 6 pupil outcomes for 2016
    Measure Kingston Richmond National Barnes
    RWM Expected Standard 59% 67% 53%  92%
    Reading Expected Standard 74% 81% 66%  93%
    Reading Average Scaled Score 104.8 106.6 103 108.7
    Writing Expected Standard (TA) 71% 77% 74%  93%
    Writing Greater Depth (TA) 13% 19%   No data  42%
    GPS Expected Standard 79% 85% 72%  90%
    GPS Average Scaled Score 105.8 107.3 104 108.8
    Maths Expected Standard 78% 81% 70% 95% 
    Maths Average Scaled Score 105.1 105.9 103 108.2


    The performance of summer born children

In England, the term ‘summer born’ is used to refer to children born from 1 April to 31 August. Our pupil performance data reveals that all pupils at our school are performing at high standards by the time they leave us. I analyse the performance data of all pupils very carefully and keep detailed records of the performance of groups of pupils born at different times in the year. This data shows clearly and unequivocally all pupils perform well by the time pupils they leave our school, whether they are born in the autumn, the spring or the summer. Overall there is little difference between pupils born at different times of the year.

It is true that children born in the later months of June, July and August don’t do quite as well as children born in the other nine months of the year, but they still perform very well in comparison to pupils in other schools, both nationally and locally.

One piece of compelling data is presented below to back up this assertion: the two year average scaled scores (2016 and 2017) for reading, grammar, punctuation and spelling and mathematics.

Two year scaled scores, 2016-17


All pupils  

Non summer born


Summer born


Late Summer born

(Jun, Jul, Aug)
















The scaledscore range is between 80 and 120, with 100 being the nationally expected standard for an 11 year old Year 6 pupil

GPS: Grammar, punctuation and spelling

Writing is not assessed using scaled scores – that’s why figures are not presented here.We fully accept and appreciate that as far as our national school system is concerned the best date a child could be born on is probably 1st September and the hardest date to be born on is 31st August. But whatever happens at any other school we ensure that pupils born at all times of the calendar year do extremely well by the time they leave Barnes Primary School. We know that it can sometimes take a little longer for the late summer born children to flourish. We are aware of this and make highly effective use of intervention support to address this issue.

  • End of Key Stage 1 (Year 2 – aged 7): 60 pupils2017 Scaled score averageReading                                                        108.2

    Maths                                                            107.8

    Grammar, punctuation and spelling       105.3

    2016 Scaled score average

    Reading                                                         108.0

    Maths                                                             107.2

    Grammar, punctuation and spelling       105.4

  • Scaled score range at Key Stage 1: 85-115

Scaled score: 100 is the national standard; over 100 is above the national standard; below 100 is below the national standard

We are using 110, or more, as the criteria for a Greater Depth judgement (though there is no official national criteria).

    Measure Barnes 2017 Barnes 2016 Richmond 2017
    Reading expected standard 93% 92% 83%
    Reading greater depth 58% 62% 36%
    Writing expected standard 78% 80% 73%
    Writing greater depth 27% 29% 21%
    Maths expected standard 87% 86% 82%
    Maths greater depth 55% 50% 29%
    Science expected standard 92% 92% 91%
    GPS expected standard 77% 83% No data
    GPS greater depth 37% 31% No data


Results are very similar to those achieved in 2016, the first year of these new tests.

The 0.6 point improvement in mathematics is very pleasing. The Headteacher’s view is that the recent introduction of the maths mastery approach has improved the quality of mathematics teaching in the Early Years and Key Stage 1

Once again, results at Barnes compare very favourably with the average for local schools. The significant number of pupils achieving a ‘greater depth’ teacher assessment standard is particularly pleasing

Results in grammar, punctuation and spelling are lower than in the other subjects assessed. This is partly due to the very high demands of the spelling curriculum in Key Stage 1. That said, school leaders believe that our children are capable of reaching higher standards and that will be a focus for 2017-18.

  •  Year 1 (aged 6): phonics screening test
    Year Pupils passing the test Average mark (40) Percentage achieving full marks
    2016-17 98%    (59/60) 39.0 57%
    2015-16 97%   (59/61) 39.0 74%
    2014-15 99%   (87/88) 39.0 53%
    2012-13 95%   (57/60) 37.4 47%
    2013-14 98%   (59/60) 38.6 48%
    2013-14 93%   (56/60) 36.3 25%

    2017 comparison figures

    Phonics – % Achieving Richmond National
    2016 2017 2016 2017
    Expected Standard 89 89 81 81


Pupil performance has been consistently high in the six years since the phonics screening test was introduced. Over those 6 years only 12 pupils (3%) have failed to reach the pass mark. These pupils are retested in Year 3 (virtually all passing).

The three year average mark is 39 marks out of a possible 40, with 61% of pupils getting every question right over that period

Impressive consistency continues! Teachers and support staff are doing an exceptional job

Phonics, the entry point for learning to reading, is taught robustly, systematically and very proficiently.