Cayman Islands primary schools recorded significant gains in reading and maths between 2022 and 2025, with reading outcomes rising 18.4 percentage points, according to new data.
The Ministry of Education and Training and the Department of Education Services released the 2024/25 Education Data Report, containing Key Stage 2 assessment results, on 12 August.
Performance in grammar, punctuation and spelling rose steadily over the three years, climbing from 58% in 2022 to 68% in 2025.
Writing remained the most challenging area of literacy, with 45% of students meeting the national benchmark, though 12% exceeded expectations in 2025, pointing to stronger results among higher-achieving pupils.
In a press release on 12 August, Ministry of Education and Training chief officer Cetonya Cacho said: “Strong reading and language skills are essential for success across all subjects.
“The progress we are seeing reflects more consistent teaching practices and a sustained focus on literacy across our schools.”
Mathematics outcomes followed a similar upward trajectory.
In 2025, 51% of students met the expected standard in the subject, an increase of nine percentage points on 2022 figures.
“Schools are continuing to strengthen teaching strategies and provide additional support to help students build strong numeracy skills,” Cacho said.
Attainment at secondary level also improved markedly. In 2025, 52.9% of Year 11 students achieved at least five subject passes, including English and Mathematics, compared with 40.2% the previous year.
Among those who sat at least five subjects, 45.4% achieved seven or more passes inclusive of English and mathematics, up from 34.3% in 2024.
Across the system, key indicators rose by an average of 4.2 percentage points year on year, suggesting broader progress across the student cohort.
“What matters most is the progress students make throughout their time in school,” said Mark Ray, director at the Department 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.”
The report also draws attention to the relationship between attendance and attainment.
Students who completed their full programme of study were considerably more likely to meet national standards, reinforcing the importance of consistent engagement throughout the academic year.
About 8% of the Year 11 cohort received specialist support for special educational needs and disabilities.
Within this group, 34.2% achieved the expected standard in English, 23.7% in science, and 10.5% in mathematics. Schools continue to provide targeted services to help these pupils progress.
Looking ahead, the Department of Education Services has committed to further strengthening teaching practice, expanding targeted interventions and increasing professional development for teachers, with mathematics identified as a particular focus.
Education minister Rolston Anglin attributed the gains in part to investment made well before children enter formal schooling.
“Education improvement happens when we invest in Early Childhood Care and Education as the foundation to learning and future outcomes,” he said.
“When families, schools and communities begin working together in the early years, students are better prepared for the next stage of learning.”
