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WhatSchool Celebrates

Earned recognition - identified from published data

Hayfield Lane Primary School

Doncaster · DN9 3NB · URN 106746

This page confirms what Hayfield Lane Primary School has earned from published evidence.

These celebrations were identified for Hayfield Lane Primary School from published data, read in the context the school works in. The school has not yet activated its official materials - that never changes what it has earned.

Amazing AttendanceTOP 10%

Overall attendance - 96.3%, from the 2024/25 school year.

Results year: 2024/25 · Source: DfE pupil absence · of 18 schools compared

Most Improved AttendanceTOP 10%

Reduction in overall absence versus the pre-pandemic average - absence down 0.2 percentage points vs pre-pandemic, from the 2024/25 school year.

Results year: 2024/25 · Source: DfE pupil absence (multi-year) · of 48 schools compared

Most Improved ResultsTOP 10%

Rise in KS2 reading, writing & maths (expected standard) since 2022 - KS2 up 22 percentage points, from the 2024/25 school year.

Results year: 2024/25 · Source: DfE KS2 (multi-year) · of 57 schools compared

High AchieversTOP 10%

Pupils reaching the higher standard in reading, writing & maths - 14% at the higher standard, from the 2023/24 school year.

Results year: 2023/24 · Source: DfE KS2 (Compare School and College Performance) · of 87 schools compared

Great Spelling & GrammarTOP 10%

KS2 grammar, punctuation & spelling (expected standard) - 90%, from the 2024/25 school year.

Results year: 2024/25 · Source: DfE KS2 (Compare School and College Performance) · of 87 schools compared

This recognition was earned from published evidence. It cannot be bought.

Every celebration is identified from the evidence already published about every school in England - no school can pay to win, change or remove one. It is not an Ofsted inspection judgement or a full assessment of school quality. How this works.

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WhatSchool Celebrates · celebrateschools.com · recognition read four ways: nationally, locally, by town and in context