“This may be the ‘least-bad’ approach within the confines of the current system as there isn’t a viable alternative to Key Stage 2 tests as the starting point of measuring progress. But it is far from ideal and means we are stuck with schools being judged in performance tables on exam attainment regardless of context. Schools where progress is improving will feel particularly hard done by.
“It is a missed opportunity to rethink performance tables, and once again highlights why current accountability metrics should be reformed to cover a wider range of information which tells parents more about a school than just exam results.”