The provisional results (DfE, 2024) show that across reading, writing and maths combined, 61% of pupils met the expected standard this year, up slightly from 60% in 2023.
At the same time, the key stage 2 disadvantage gap has closed, with the DfE’s “disadvantage index” down from 3.23 in 2022 and 3.21 in 2023 to 3.12 in 2024 (an index rating of 0 would indicate no gap at all).
However, while the disadvantage index in 2010 stood at 3.34, it had fallen to 2.91 just before Covid hit. Likewise, pre-Covid 65% of pupils met the expected standard in reading, writing and maths.
In percentage terms, in reading, writing and maths combined, 45% of disadvantaged pupils met the expected standard in 2024 compared to 67% of other pupils – both rates increasing by 1% since 2023, keeping the gap at 22%.
Broken down, the key stage 2 SATs results are as follows:
- In reading, 74% met the expected standard (up from 73% in 2023 and 73% in 2018).
- In maths, 73% met the expected standard (unchanged from 2023 but down from 79% in 2018).
- In writing, 72% met the expected standard (up from 71% in 2023 but still down from 78% in 2018).
- In grammar, punctuation and spelling, 72% of pupils met the expected standard (unchanged from 2023 but down from 78% in 2018).
- In science, 81% of pupils met the expected standard (up from 80% in 2023 but down from 83% in 2018).
Tiffnie Harris, primary and data specialist at the Association of School and College Leaders, said: “Any narrowing of the disadvantage gap is welcome and primary school teachers and leaders should be applauded for the tireless support they provide their pupils on a daily basis.
“Schools are doing everything they can to reduce the gap, but although this data suggests things are heading in the right direction, the gap remains about as wide as it did a decade ago. Similarly, overall attainment remains well below pre-pandemic levels.
“The slow rate of progress post-Covid clearly demonstrates that the recovery plan put in place by the previous government was entirely insufficient. There needs to be far more substantial investment in education as well as renewed efforts in tacking the scourge of child poverty if we are to ever make significant progress. The new government must address this long-standing problem with urgency and ambition for every child.”
Paul Whiteman, general secretary of the National Association of Head Teachers, said: “The gap between the attainment of disadvantaged pupils and other pupils remains significant. These disparities have been impacted by the pandemic, cost-of-living crisis, and a decade of cuts to school funding and community support.
“When families are struggling with insecure housing, and facing impossible budgeting decisions around eating and heating, this inevitably affects children’s ability to attend school and focus and thrive in class.
“This isn’t just an issue for education, and while welcome, the government’s promise to tackle child poverty must deliver tangible results, and more must also be done to ensure social care and mental health services are equipped to support children and families facing challenges.
“The government’s curriculum and assessment review must also ask some hard questions about the nature and purpose of year 6 SATs and other statutory tests, which distort the curriculum and pile pressure on pupils and teachers.
“School leaders overwhelmingly tell us that these tests are simply an accountability tool used to judge and compare school performance – and not even a reliable one at that. These tests don’t inform future teaching and learning, support children’s progress, or aid their transition to secondary school.”
- DfE: Academic year 2023/24: Key stage 2 attainment, December 2024: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-2-attainment/2023-24