Academic Outcomes
School Performance Information – 2026
Understanding our results
At Lemington Riverside Primary School, we are proud to be an inclusive school at the heart of our community. We welcome children with a wide range of starting points and individual needs, and we are committed to helping every child achieve as well as they can.
When looking at school results, it is important to understand the children behind the figures. Our year groups are relatively small, which means that the results of just one or two children can have a noticeable effect on the percentages reported.
This was particularly important for our Year 6 class in 2026. Of the 28 children in the cohort, 43% were receiving SEN Support and a further 4% had an Education, Health and Care Plan (EHCP). Around one in five pupils had joined or left the school during their primary education, and 38% had started Key Stage 2 from lower academic starting points.
We share this information not to make excuses for our results, but to help families understand them in the right context. We remain ambitious for every child, whatever their starting point or additional needs.
Early Years Foundation Stage (EYFS)
60% of children achieved a Good Level of Development (GLD) by the end of Reception in summer 2026.
This continues an improving picture in our Early Years, increasing from 45% in 2024 and 57% in 2025.
Year 1 Phonics Screening Check
68% of Year 1 pupils met the expected standard in the Phonics Screening Check in summer 2026.
This was an improvement from 62% in 2025.
Phonics and early reading remain an important priority for us. Children who do not meet the expected standard receive additional teaching and support as they move through school, including our daily 1:1 'Red Hot Tutoring' offer.
Year 4 Multiplication Tables Check (MTC)
Our Year 4 pupils achieved an average score of 20.6 out of 25 in the Multiplication Tables Check in summer 2026.
Nine pupils achieved the maximum possible score of 25 out of 25.
Key Stage 2 – End of Year 6
Our 2026 Year 6 results were mixed. There were some areas of real strength, particularly writing, alongside outcomes in reading and mathematics that were lower than we would have wanted.
The percentage of pupils achieving the expected standard was:
Reading – 57%
Writing – 75%
Mathematics – 46%
Grammar, Punctuation and Spelling – 50%
Reading, Writing and Mathematics combined – 32%
The percentage achieving the higher standard/Greater Depth was:
Reading – 11%
Writing – 14%
Mathematics – 11%
Grammar, Punctuation and Spelling – 21%
Reading, Writing and Mathematics combined – 7%
Average scaled scores were 101 in reading, 99 in mathematics and 101 in Grammar, Punctuation and Spelling.
What do these results tell us?
Writing was a particular strength. Three quarters of our Year 6 pupils achieved the expected standard, and children made positive progress from their earlier starting points. Children who had previously attained highly also generally continued to achieve well across the curriculum.
Our outcomes in reading and mathematics were not as strong as we wanted them to be, particularly for children who began Key Stage 2 with lower levels of attainment. Improving achievement in these areas is therefore an important priority for the school in 2026/27.
It is also important to look at results over time rather than judging a school on a single year group. Our longer-term school performance information shows a stronger picture than the 2026 Year 6 results alone. The particular needs, starting points and mobility of this small cohort had a significant effect on the headline percentages.
We are proud of the progress and achievements of our children, including those for whom reaching an individual milestone represents significant success. At the same time, we are open about where outcomes need to be stronger and are continuing to work hard to improve teaching and achievement, particularly in reading and mathematics.
Looking ahead
During 2026/27, our academic priorities include:
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strengthening the teaching and learning of mathematics;
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accelerating progress in reading, particularly for children who need additional support;
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continuing to improve phonics and early reading;
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maintaining the strong outcomes achieved in writing; and
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ensuring that children with SEND and those starting from lower academic starting points receive the right support to make strong progress.
We want every child who attends Lemington Riverside to leave us with strong academic foundations, confidence in themselves and the skills they need for the next stage of their education.
Further Information
You can compare our school’s performance with other schools by visiting the Department for Education’s school performance tables:
