Earned recognition - identified from published data
Elm CofE Primary School
Cambridgeshire · PE14 0AG · URN 143835 · Part of GRACE SCHOOLS · Diocese of Ely
This page confirms what Elm CofE Primary School has earned from published evidence.
These celebrations were identified for Elm CofE 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.
Disadvantaged pupils reaching the expected standard (reading, writing & maths) - 81% of disadvantaged pupils, from the 2023/24 school year.
Results year: 2023/24 · Source: DfE KS2 (disadvantaged pupils) · of 121 schools compared
Based on 2023/24 data; 2024/25 data for this measure is now published.
KS2 reading, writing & maths (expected standard) - 75%, from the 2023/24 school year.
Results year: 2023/24 · Source: DfE KS2 (Compare School and College Performance) · of 53 schools compared
Based on 2023/24 data; 2024/25 data for this measure is now published.
Reduction in overall absence versus the pre-pandemic average - absence down 0.3 percentage points vs pre-pandemic, from the 2024/25 school year.
Results year: 2024/25 · Source: DfE pupil absence (multi-year) · of 51 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.
Licence to display
On activation, a school is licensed to display the WhatSchool Celebrates name, badges and materials for the recognition period.
Spotted something wrong?
We correct factual errors promptly - data matching, school details, mergers or closures. Report a correction.
WhatSchool Celebrates is part of WhatSchool, the school information platform.
WhatSchool Celebrates · celebrateschools.com · recognition read four ways: nationally, locally, by town and in context