Earned recognition - identified from published data
Springfield Primary School
Sandwell · B65 8JY · URN 132140 · Part of The Rowley Learning Trust
This page confirms what Springfield Primary School has earned from published evidence.
These celebrations were identified for Springfield 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.
KS2 reading, writing & maths (expected standard) - 73%, from the 2024/25 school year.
Results year: 2024/25 · Source: DfE KS2 (Compare School and College Performance) · among the primary schools in Rowley Regis
Revenue reserve as a share of spending - 11.59% reserve, from the 2024/25 school year.
Results year: 2024/25 · Source: DfE school finance · among the primary schools in Rowley Regis
Rise in KS2 reading, writing & maths (expected standard) since 2022 - KS2 up 14 percentage points, from the 2024/25 school year.
Results year: 2024/25 · Source: DfE KS2 (multi-year) · among the primary schools in Rowley Regis
Disadvantaged pupils reaching the expected standard (reading, writing & maths) - 72% of disadvantaged pupils, from the 2024/25 school year.
Results year: 2024/25 · Source: DfE KS2 (disadvantaged pupils) · among the primary schools in Rowley Regis
Pupils reaching the higher standard in reading, writing & maths - 10% at the higher standard, from the 2023/24 school year.
Results year: 2023/24 · Source: DfE KS2 (Compare School and College Performance) · among the primary schools in Rowley Regis
KS2 grammar, punctuation & spelling (expected standard) - 80%, from the 2024/25 school year.
Results year: 2024/25 · Source: DfE KS2 (Compare School and College Performance) · among the primary schools in Rowley Regis
Town = the state-funded primary schools in the school’s built-up area.
This recognition was earned from published evidence. It cannot be bought.
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WhatSchool Celebrates · celebrateschools.com · recognition read four ways: nationally, locally, by town and in context