A Venn Academy Trust School

– Together we will…

Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible.

Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.

Registered address:

Building C – First Floor,
Willerby Hill Business Park,
Beverley Rd,
Willerby,
East Yorkshire,
HU10 6FE.

A charitable company limited by guarantee registered in England & Wales (company number: 09662303).

Performance Data

What are SATs?

SATs are national tests that pupils currently sit at the end of Year 6.

Reading KS2 2025
Expected standard 77%
National 75%
Achieving Greater Depth 38%
National 33%
Writing KS2 2025
Expected standard 75%
National 72%
Achieving Greater Depth 5%
National 13%
Grammar, Punctuation and Spelling (GPS) KS2 2025
Expected standard 80%
National 73%
Achieving Greater Depth 32%
National 30%
Maths KS2 2025
Expected standard 75%
National 74%
Greater Depth 20%
National 26%
Reading, Writing and Maths Combined KS2 2025
Expected standard 60%
National 62%
Achieving higher standard 5%
National 8%
Average scaled scores and progress measures:

Average scores

For a pupil to achieve the expected standard in Reading and Maths they must achieve a scaled score of 100+ in the corresponding tests.

For a pupil to be working at greater depth in Reading and Maths they must achieve a scaled score of 110+ in the corresponding tests.

  • The average scaled score at Griffin Primary School for Reading is 106.
  • The average scaled score at Griffin Primary School for Maths is 104.
  • The average scaled score at Griffin Primary School for GPS is 106.

Further information:

Click the link below to visit the School performance tables website:

“Leaders have designed an ambitious curriculum… As a result of this well-planned and well-taught curriculum, pupils achieve well.”

OFSTED

“Pupils told inspectors that bullying is rare. Pupils behave well at social times and enjoy playing games together.”

OFSTED

“Through their focus on personal development, leaders support pupils to be confident, resilient and independent.”

OFSTED

“Leaders, including trustees, have established a culture of high expectation… This has led to the school being a calm place where pupils focus on their learning.”

OFSTED

“Children settle quickly in the early years. Staff rightly focus on developing children’s vocabulary and communication skills.”

OFSTED

“Leaders have high expectations of pupils. Staff share a determination to help children succeed.”

OFSTED

“Trustees know the school well… They use this information to hold leaders to account effectively.”

OFSTED

“Leaders have ensured that reading is high priority. Pupils talk about a range of different books and authors that they enjoy reading.”

OFSTED

“Behaviour in school is good… This has helped to create a settled and industrious feeling in classrooms.”

OFSTED

“Staff say they are proud to work in the school… ‘There is a lot of staff buy-in and a real team ethos.’”

OFSTED

“Pupils with special educational needs and/or disabilities are well supported in mathematics… As a result, pupils achieve well in mathematics.”

OFSTED

“Pupils are happy and enjoy their learning. There are strong relationships between staff and pupils.”

OFSTED