Tiffnie Harris details this year’s SATs results and highlights how school leaders can prepare for next year.

SATs 2025

On 8 July, primary schools across England received their Key Stage 2 SATs results. As leaders reflect on these outcomes, it's important to consider what they tell us about the long-term impact of the pandemic, current national trends, and what schools should be preparing for in the year ahead. 

The DfE released national headline figures early (tinyurl.com/ysrnevf3), showing a small but continued upward trend in the proportion of children meeting expected standards. While any rise is welcome, it's clear we are still not back to where we were before Covid-19. 

Encouraging progress, but challenges remain 

The DfE acknowledged that this cohort of Year 6 pupils had experienced significant disruption during critical early years of schooling, particularly the end of Year 1 and all of Year 2. These are crucial stages for developing core literacy and numeracy skills. Despite the challenges, the results show a 1% improvement across most subjects: 

Combined reading, writing, and maths: 62% of pupils met the expected standard (up from 61% in 2024).
Reading: 75% met the expected standard (up from 74%).
Maths: 74% (up from 73%).
Writing: 72% (up slightly by 0.5 percentage points). 

However, except for reading, attainment in all subjects remains below pre-pandemic levels. 

The provisional data update (tinyurl.com/2z6ste6w), published on 11 September, added greater detail at national, regional, and local authority levels, including insights into the persistent disadvantage gap. 

One of the most concerning takeaways is that almost 40% of children are still leaving primary school below the expected standard in reading, writing, and maths combined. This is not just a primary school issue; it affects pupils' ability to access the secondary curriculum, often contributing to challenges in Key Stage 3 such as low-level disruption, poor attendance, and disengagement. 

It's crucial to remember that while primary schools are doing everything they can, their efforts are often hampered by limited resources, high-stakes accountability, and intense pressure. ASCL continues to urge the government to acknowledge not only the dedication of school staff, but also the systemic pressures they face daily. 

Using data strategically 

In late September, schools gained access to the DfE's Question Level Analysis (QLA) tool via the DfE Sign-In portal (services.signin.education.gov.uk/). This data resource offers forensic-level detail into pupil performance across each Key Stage 2 paper. 

Used effectively, QLA can support strategic decisions about curriculum design, pupil interventions, and CPD focus areas. It enables leaders to spot patterns, such as common misconceptions or specific curriculum gaps, and adjust their approaches accordingly. 

With performance data becoming increasingly complex and high-stakes, tools like QLA can help leaders focus on what really matters: supporting individual pupil progress in a meaningful and targeted way. 

Looking ahead 

This autumn, primary leaders will also be keeping a close eye on the final recommendations from the Curriculum and Assessment Review (CAR), chaired by Professor Becky Francis CBE. The interim report (tinyurl.com/3x3fx5rp), published in May, offered some early insights, and potentially significant changes ahead. 

Among its findings was the concern that end-of-key-stage assessments, particularly in grammar, punctuation and spelling, may promote teaching textual features in isolation rather than fostering a deeper understanding of reading and writing. The report also questioned whether the current writing assessment genuinely reflects pupils' ability to write fluently and coherently. 

Since then, the DfE has published a non-statutory writing framework (tinyurl.com/mtyr4n2y), aimed at supporting a more nuanced approach. While this framework isn't mandatory, it signals an ongoing shift in thinking about how writing is assessed. 

The CAR opens up wider questions concerning whether our assessment system, particularly at the end of Key Stage 2, needs to move away from a one-size-fits-all model. Many in the sector are calling for more personalised assessments, where pupils are given the chance to demonstrate what they do know, rather than being tested on what they don't. 

We would like to see the government take steps to work with schools to plan and implement a system that allows for a more tailored approach to testing, one that supports progress and celebrates strengths rather than highlighting deficits. 

Final thoughts 

There's no doubt that slow progress is being made. The year's results highlight the commitment of primary schools, working tirelessly in the face of post-pandemic recovery, widening disadvantage, and increased expectations. 

As we move forward, school leaders need more than just data. They need space to reflect, resources to support pupils, and policies that recognise the full complexity of their role. 

As we await the final CAR recommendations and look towards future reforms, let's ensure that any changes are rooted in what is best for children, and informed by the voices of those who know them best: their teachers and school leaders.

Tiffnie Harris 
ASCL Primary and Data Specialist
@tiffharris.bsky.social

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