Attainment at key stage 1 

Pupils are assessed throughout the key stage and the final teacher assessment is recorded at the end of the key stage. West Sussex moderates key stage 1 (KS1) teacher assessments in over 26% of Primary schools and 50% of their First and Infant schools each year. The national expectation is that the pupils will achieve the Expected Standard (EXS) or be working at Greater Depth (GDS) at the end of the key stage. The interim assessment criteria provided by the Standards and Testing Agency indicated that assessment should be based on 100% achievement and not a ‘best fit’ model. West Sussex applies this advice rigorously.
We aim to exceed national average by 2022.

September 2019 performance

Provisional results for 2018/19 academic year for combined reading, writing and maths (taken from NOVA, as publically available data is not available).
The proportion of pupils at KS1 attaining the expected standard continues to rise, from 61.5% in 2018 to 62.9% in 2019 and has narrowed the gap with national average to 2.0% from 2.8% in 2018 and 7.5% in 2017.
  • Reading attainment at expected standards or better is now 75%, the same as national average, and ranked in the third quartile nationally, ranking 66th nationally.
  • Writing attainment at expected standards is now 68%, only 1% below national average and has moved up to the third quartile nationally, ranking 87th nationally.
  • For maths, the gap is now only 2% below national average at 74%, but is now in the bottom  quartile nationally, ranking 100th. 
  • For science, attainment at expected standards is now 83%, 1% better than national average and is in the third quartile nationally, ranking 60th nationally. 
Our 2019-20 milestone target is to be in line with national average currently 64.9%
Further to the information below the above table is taken from the DfE statistical release:
This shows the position of West Sussex against England and South East including the results of all pupils, boys and girls and the gap to both England and the South East.


A full range of continuous professional development (CPD) has been developed for this academic year to support schools to accelerate learning for pupils towards the national averages. Link Advisers in the autumn term will build a comprehensive structure of support for each school based on visits through the School Effectiveness Strategy or traded visits from a range of services specific to the schools need. In addition to this, targeted support has been identified for clusters of schools whose data suggests that specific intervention needs to take place.