RESULTS AND OUTCOMES
Pupils at West Acton Primary School typically achieve well from their varied starting points and are well prepared for the next stage of their education.
Children in the Early Years make a particularly strong start. In 2025, 75% of pupils achieved a Good Level of Development, placing the school significantly above national outcomes. This ensures that the great majority of pupils enter Key Stage 1 with secure early language, positive learning behaviours and readiness to learn.
Early reading and PHONICS is at the heart of EYFS and KS1. In 2025, 80% of pupils across Years 1 and 2 met the expected standard in phonics, rising to 94% for pupils who have attended since Nursery or Reception. This reflects effective teaching, targeted intervention and strong support for pupils new to English.
Over the last four years, Key Stage 2 outcomes have been above national averages in three out of four years. The lower headline outcome in 2025 had the highest proportions of disadvantaged pupils, pupils with SEND and pupils with English as an additional language seen over this period.
Importantly, disadvantaged pupils consistently achieve above national disadvantaged averages, even as the proportion of disadvantaged pupils increased to almost half of the cohort in 2025. This demonstrates the sustained impact of targeted support and inclusive practice.
Outcomes for pupils with SEND show a clear improving trend and now exceed national SEND averages, while EAL outcomes remain strong overall, with the 2025 dip linked to early-stage English acquisition and high pupil mobility rather than a decline in provision. Overall, the evidence shows that achievement at West Acton is secure and stable over time.
Early Years and Phonics Outcomes
| Measure | School Outcome (2025) | National Comparison | |
|---|---|---|---|
| EYFS – Good Level of Development (GLD) | 75% | Above national | |
| Phonics – Year 1 | 73% | Broadly in line | |
| Phonics – Years 1 & 2 Combined | 80% | Above national | |
| Phonics – Core Pupils (Nursery/Reception entry) | 94% | Well above national |
KS2 Achievement Overview (2022–2025)
Key Stage 2 Outcomes and Cohort Context
| Year | Cohort Size | RWM EXS+ (School) | National | Difference | Disadvantaged % | SEND % | EAL % |
|---|---|---|---|---|---|---|---|
| 2022 | 76 | 63.2% | 59% | +4.2 | 27.6% | 27.6% | 63.6% |
| 2023 | 71 | 74.6% | 63% | +11.6 | 38.6% | 14.1% | 71.8% |
| 2024 | 67 | 67.1% | 61% | +6.1 | 31.0% | 21.4% | 62.9% |
| 2025 | 77 | 55.8% | 60% | −4.2 | 42.9% | 20.8% | 55.3% |
RWM EXS+ = Expected Standard in Reading, Writing and Mathematics combined
Group Outcomes (School vs National)
Disadvantaged Pupils
| Year | % of Cohort | School RWM EXS+ | National |
|---|---|---|---|
| 2022 | 27.6% | 52.2% | 43% |
| 2023 | 38.6% | 68.2% | 46% |
| 2024 | 31.0% | 55.6% | 47% |
| 2025 | 42.9% | 54.5% | 44% |
Pupils with SEND
| Year | % of Cohort | School RWM EXS+ | National |
|---|---|---|---|
| 2022 | 27.6% | 19.0% | ~22% |
| 2023 | 14.1% | 20.0% | ~24% |
| 2024 | 21.4% | 33.3% | ~27% |
| 2025 | 20.8% | 37.5% | ~28% |
Pupils with English as an Additional Language (EAL)
| Year | % of Cohort | School RWM EXS+ | National |
|---|---|---|---|
| 2022 | 63.6% | 61.9% | ~56% |
| 2023 | 71.8% | 70.6% | ~60% |
| 2024 | 62.9% | 72.7% | ~61% |
| 2025 | 55.3% | 49.0% | ~57% |
