Wide variation in Sats results revealed across local authorities

The TES is reporting that this year’s Sats results showed “considerable variation” between local authorities – with the greatest difference being seen in reading scores, according to Department for Education figures published today.

In reading, local authority results ranged from 52 per cent of pupils reaching the expected standard to 81 per cent. In writing, they ranged from 58 per cent to 84 per cent.

The pattern is different from last year when there was less variation between reading and writing results than there was between the maths and spelling, punctuation and grammar results. The DfE said this was “due to a small number of local authorities with more extreme values”.

The statistics also show that 5 per cent of pupils reached a high standard in reading, writing and mathematics, defined as a scaled score of 110 in the tests, where 100 is the expected standard.

They also show that 57 per cent of girls achieved the expected standard in all three subjects, compared with 50 per cent of boys.

The local authority results come after the national results were published earlier this year. These revealed that just 53 per cent of pupils reached the expected standard in reading, writing and maths. In 2015, 80 per cent of pupils achieved level 4, which was then the expected standard, in all three subjects.

More at: Wide variation in Sats results revealed across local authorities

You can see the full DfE breakdown here:

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What do you think? What surprises you – or doesn’t surprise you – about the results? Let us know your thoughts in the comments or via Twitter…

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Comments

  1. The figures also showed no difference between results at academies and non-academies.  Given the Gov’t claims academy conversion is essential for school improvement, the data shows the Gov’t is wrong.  http://www.localschoolsnetwork.org.uk/2016/09/little-difference-between-types-of-primary-schools-in-2016-sat-results

  2. Nick Gibb followed the publication of results with a trite comment about many schools and LAs ‘rising to the challenge’.  The fact that the ‘challenge’ has no educational value seems to have escaped him.  He followed this with the oft-repeated mantra of ‘ over 1.4 million more pupils in good or outstanding schools than in 2010’.  But this rise in good or better schools was in the primary sector where academies are in the minority and not in the secondary phase where academies predominate.  Correlation isn’t causation, of course, but it does rather deflate Gov’t claims that academy conversion is essential for school improvement.

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