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School Performance Data

The following tables show the percentage of Year 6 pupils achieving the expected standard or above in their end of Key Stage 2 teacher assessments and tests in Summer 2024.
The School and College Performance Tables is available here:
End of Key Stage 2 results

Subject

Carlton Hill % of children achieving expected standard and above

National % of children achieving expected standard and above

Carlton Hill % of children achieving a high level of achievement

National % of children achieving a high level of achievement

Reading

90%

74%

20%

 

29%

Writing

77%

71%

17%

 

13%

Maths

83%

73%

23%

 

24%

Combined subjects above

70%

61%

7%

8%

Multilication Tables Check (MTC)

The multiplication tables check (MTC) is statutory for all year 4 pupils registered at state-funded maintained schools, special schools or academies, including free schools, in England.

Year 4 pupils take an online, timed test to assess their ability to quickly recall multiplication facts. The check consists of 25 questions, with 6 seconds to answer each one, and is designed to take no more than 5 minutes. Pupils won't "pass" or "fail," but will receive a score out of 25. Here are the average scores (out of 25) in Year 4 since the check became statutory,

MTC results CHPS

2021/22    19.7

2022/23    20.3

2023/24    21.1

2024/25    18.7

The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. The Department for Education also publishes statistics on MTC attainment.

In 2025, schools must administer the MTC to all eligible year 4 pupils between Monday 2 June and Friday 13 June.

    A guide for parents

  • What does 'working at the expected standard' mean?

    In England, every child in Year 6 takes compulsory national curriculum tests (commonly called SATs). The tests are not qualifications and don’t affect your child’s future options in school. The results are an opportunity to compare pupils nationally to ensure schools are helping pupils to master the basics in English and mathematics, and making progress. They are also a tool to help teachers identify pupils who may need additional support, and make sure this is put in place as early as possible. 

    Children that can demonstrate an understanding of the objectives that are set out in the National Curriculum for their year group are said to be 'meeting the expected standard'.

  • What is working at greater depth?

    Children who are working at greater depth can apply their learning to new situations in creative ways.

    In the past, children who were learning at a very fast pace may have moved onto working on content from the next year group, working with bigger numbers or reading a more challenging text. Whilst this is sometimes still the case, teachers are now being encouraged to change this approach. Now, pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems rather than moving onto the learning in the next year group.

    If this sounds a little confusing - don't worry! These ideas are very new and our teaching team is currently working hard to find out how this approach will work at our school.

  • What is teacher assessment?

    At Carlton Hill Primary School, teachers use many different methods to assess learning. From the carefully thought out questions in our lesson plans, to the conversations and interactions we have with children in class, and through our thorough approach to marking books, we are continuously building a picture of who needs support and who needs more challenge.

    Please see our 'Teaching and Learning Policy' for a more comprehensive guide.

  • What is SPAG?

    That's a much easier question! It stands for spelling and grammar. Both of these areas are given high importance in the National Curriculum.

  • What are combined results?

    This is the percentage of children working at expected standard in reading, writing and maths.

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