Reading outcomes in Government primary schools have improved by 18.4 percentage points since 2022, according to Key Stage 2 assessment results presented in the 2024/25 Education Data Report. The report, released by the Ministry of Education & Training (MoET) and the Department of Education Services (DES) earlier today, also shows that performance in grammar, punctuation and spelling has improved steadily, rising from 58% to 68% over the last three years. Writing remains the most challenging literacy area, with 45% of students meeting the national benchmark. However, 12% of students are now exceeding expectations, indicating stronger performance among higher-achieving learners. “Strong reading and language skills are essential for success across all subjects,” said Ms. Cetonya Cacho, MoET Chief Officer. “The progress we are seeing reflects more consistent teaching practices and a sustained focus on literacy across our schools.”
Mathematics Showing Steady Recovery
Mathematics outcomes are also improving, with 51% of students meeting the expected standard in 2025, an increase of nine percentage points since 2022. Ms. Cacho said that mathematics remains a priority for the education system. She added, “Schools are continuing to strengthen teaching strategies and provide additional support to help students build strong numeracy skills.”
More Students Achieving Key Secondary School Results
Attainment across key national standards has also improved. In 2025, 52.9% of Year 11 students achieved at least five subject passes, including English and Mathematics, compared with 40.2% in 2024. Among students who sat at least five subjects, 45.4% achieved seven or more passes including English and Mathematics, up from 34.3% the previous year. Across the system, key indicators improved by an average of 4.2 percentage points compared with 2024, reflecting broader progress across the student cohort. “What matters most is the progress students make throughout their time in school,” said Mr. Mark Ray, Director of Education Services. “The data show that many students are making meaningful academic gains and leaving school with stronger qualifications and more options for their future.”
Supporting Student Progress
The report also highlights the importance of consistent engagement in learning. Students who completed their full programme of study were significantly more likely to meet national standards, underscoring the importance of regular attendance and sustained engagement in learning.
Approximately 8% of the Year 11 cohort received specialist support for special educational needs and disabilities (SEND). Schools continue to provide targeted support services to help these students progress and realise their potential. Within this group, 34.2% achieved the expected standard in English, while 10.5% met the benchmark in Mathematics and 23.7% in science.
Continued Focus on Improvement
Looking ahead, the DES and schools will continue strengthening teaching practices, expanding targeted interventions and increasing professional development for teachers, particularly in mathematics. These efforts aim to ensure that the improvements seen in recent years continue and that every student has the opportunity to succeed. Minister for Education and Training, the Honourable Rolston Anglin noted that this progress builds on the groundwork laid well before students enter primary school. “Education improvement happens when we invest in Early Childhood Care and Education as the foundation to learning and future outcomes,” Minister Anglin, said. “When families, schools and communities begin working together in the early years, students are better prepared for the next stage of learning.”