LEAGUE tables for primary schools across Cheshire West and Chester have been published.

The Department for Education (DfE) has published its figures for 2022/23 which rated pupil performance at the end of Key Stage 2.

Each school is marked on what percentage of pupils are achieving at a ‘higher standard’.

A pupil is deemed to be achieving at a higher standard if they manage a scaled score of 110 or more in their reading and maths test, and their teacher assesses them as “working at a greater depth within the expected standard” in writing.

Of the 171 schools in CWAC, 50 had a higher percentage of over achievers than the national average of eight per cent.

Top of the list is St Oswald's CofE Aided Primary School in Chester, where 33 per cent of pupils are achieving at a higher standard.

When focusing just on reading scores, it is Delamere CofE Primary Academy that comes out on top, with an average score of 114.

Delamere also achieved the highest average maths score – 113.

Each school is also given a progress score for reading, writing and maths.

This score shows how much progress pupils at this school made between the end of Key Stage 1 and the end of Key Stage 2.

A score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of Key Stage 1, while a score below zero means pupils made less progress.

Yet again Delamere CofE Primary Academy performed well, with the highest progress score for maths (7.7) and the second highest in reading, with the school’s 7.4 behind only Bishop Wilson CofE Primary School’s 7.7.

In writing it was the Grange Community Nursery and Primary School in Winsford which had the best score – 5.7.

CLICK HERE for the results in Cheshire East

However, the DfE says the figures should be viewed ‘with caution’ due to the ongoing legacy of Covid’s impact on education.

In a statement published alongside the figures, it said: "School performance data for the 2022/23 academic year should be used with caution given the ongoing impacts of the Covid-19 pandemic, which affected individual schools and pupils differently.

“School performance data should be considered alongside a range of other information about the school, which could include looking at school websites, reading Ofsted reports, and speaking to the school directly. Conclusions should not be drawn on a single piece of data alone.”