The IDSR can contain sensitive information regarding schools and
colleges. It is your responsibility to ensure that the IDSR is stored
and shared appropriately. Please see our guidance (linked to below) for
our IDSR conditions of use and storage statement.
The proportion of pupils eligible for FSM (0%) in year 1 is low compared
to other year groups.
The proportion of pupils eligible for FSM (21%) in year 4 is high
compared to other year groups.
The proportion of pupils eligible for FSM (22%) in year 6 is high
compared to other year groups.
Guidance
The chart shows school level information for 2021, 2022 and 2023.
If the text states ‘Well above average’ and the box is
shaded blue, this means the figure is in the highest 20% compared to all
schools. If the text states ‘Well below average’ and the box is shaded
orange, this means that the figure is in the lowest 20% compared to all
schools. If the text states ‘Above average’ this means the figure puts
the school in the 21%-40% of schools category. If it states ‘Below
average’, the figure puts the school in the 61%-80% of schools category.
Average in this chart refers to median.
FSM in
this chart refers to the percentage of pupils in receipt of FSM at the
time of the January census; these pupils are those who are or have been
eligible for FSM and have claimed them some time in the last 6 years.
Stability is a measure of the percentage of students who
were admitted to the school at the standard time of admission. The
stability percentage is calculated by dividing the number of pupils who
meet the stability criteria by the number of all eligible pupils (pupils
in Years 1 to 11 with a single or main dual registration at the school
at the time of the January school census).
For deprivation
measures, ‘Above average’ means “more deprived” and below average means
“less deprived”.
The data is based on three January census
returns from the Department for Education.
Information
regarding the level of deprivation in the local area in which the school
resides, together with an aggregated pupil-derived deprivation indicator
is provided. Each deprivation indicator is based on the English indices
of deprivation from 2019.
The Department for Education
January 2023 census provides the data relating to the pupil base level
of deprivation. You can read further information about the data used for the local area deprivation.
Type of resourced provision: No resourced provision Number of
pupils with SEND who are also FSM and/or CLA: 2
SEND primary need
SEND support (8)
R
Y1
Y2
Y3
Y4
Y5
Y6
Total
Moderate Learning Difficulty
0
0
0
0
1
0
0
1
Social, Emotional and Mental Health
0
0
0
0
1
0
0
1
Speech, Language and Communication Needs
0
0
0
0
0
2
0
2
Autistic Spectrum Disorder
0
0
2
1
0
0
1
4
Year group totals
0
0
2
1
2
2
1
8
SEND primary need
EHC plan (1)
R
Y1
Y2
Y3
Y4
Y5
Y6
Total
Autistic Spectrum Disorder
0
0
1
0
0
0
0
1
Year group totals
0
0
1
0
0
0
0
1
Guidance
The tables display the number of pupils in the school with SEND and what
the primary need category is. Separate tables for pupils with SEND
support and those with an EHC plan are presented if the school has any
pupils within these categories.
No highlighting is applied
to this table, figures are presented purely for information.
The Department for Education January 2023 census provides
data for this table.
There is nothing to highlight
for the proportion of education support staff relative to teaching
staff.
Per pupil spending was in the highest 20% of similar schools in 2021/22
for: Agency supply teaching staff, Teaching staff.
Per pupil spending was in the lowest 20% of similar schools in 2021/22
for: Education support staff, Supply teaching staff.
There is nothing to highlight
for teachers with at least one period of sickness absence in 2021/22 or
2020/21.
9 days on average were lost to teacher sickness absence in 2021/22. This
was in the highest 20% nationally.
At the time of the November 2022 census, there were no full-time vacant
teacher posts in the school.
There is nothing to highlight
for staff turnover in 2021, 2020 or 2019.
Guidance
Sickness absence data for 2020/21 was collected in the November 2022
census and was affected by the COVID-19 pandemic.
It is not
possible to draw accurate comparisons with previous time periods due to
factors including partially limited school openings, delivery of
education via virtual means, and potential differences in the recording
of sickness absence. The figures relate to sickness absence only and do
not include non-attendance due to, for example, isolation and shielding.
Information on staff turnover as at the 2022 school
workforce census is calculated using the number of full time equivalent
(FTE) turnover leavers and the total FTE staff at the school. A school
will be highlighted as having high staff turnover if the turnover rate
was in the highest 20% of schools for the previous 2 years. Low staff
turnover is not highlighted. Special schools are compared to primaries.
Turnover and leavers at a school level can be volatile from
year to year. The size of a school can have a large impact on rates of
leavers and turnover.
The Department for Education
published school workforce information provides data for the
vacant post measures as at November 2022.
The Department
for Education also supplies the staff turnover source data.
Links to
alternative provision and other providers
There were no links identified for this school from the January 2023
census.
Guidance
This section details any other providers (schools or alternative
provision) at which pupils in this school were dual registered according
to the January 2023 census. The number of pupils at each provider is
shown in brackets.
The sentence relating to pupils who
remain in alternative provision will only be displayed where the number
of pupils is 5 or more.
There is nothing to highlight
for overall absence in 2021/22 compared to all schools or schools with a
similar level of deprivation.
There is nothing to highlight
for persistent absence in 2021/22 compared to all schools or schools
with a similar level of deprivation.
Guidance
Absence data is based on 3 terms for 2021/22. Sentences for 2021/22 will
appear when the rate of overall or persistent absence in the latest year
was in the highest or lowest 20% for all schools or for similar schools.
Similar means the same phase of education and with a similar level of
deprivation (in the same income deprivation affecting children index
quintile).
The information is based on Department for
Education pupil level absence data collected via the school census.
There is additional guidance which provides the criteria used to
determine the sentences.
For
the whole school, there is nothing significant or exceptional to
highlight for total suspensions compared to all schools in 2021/22,
therefore no conclusions can be drawn from this data.
For
the whole school, there is nothing significant or exceptional to
highlight for repeat suspensions compared to all schools in 2021/22,
therefore no conclusions can be drawn from this data.
Across the whole school, there were no suspensions in 2021/22.
There were no permanent exclusions in the whole school in 2021/22. The
national average for this year was close to zero. There were no
permanent exclusions in the previous two years either.
Guidance
Suspensions were previously referred to as fixed term exclusions.
‘Total’ relates to the number of pupils who had 1 or more suspensions
during the academic year. ‘Repeat’ relates to the number of pupils who
had 2 or more suspensions.
The suspensions and permanent
exclusions data is one year behind and therefore may not relate to the
same cohort as other IDSR data.
The whole school measure
includes all year groups in the school.
Due to the
distribution of the data, primary schools will not get an IDACI
comparison in this section.
The Department for Education
provides the source data for this section.
There is
additional guidance which provides the criteria used to
determine the sentences.
There is no cohort threshold
applied to the reason sentences in this section.
School difference from national has improved from comparator
year
School difference from national has improved slightly from comparator
year
Similar to comparator year or fewer than 11 pupils
School difference from national has weakened slightly from comparator
year
School difference from national has weakened from comparator year
2023 cohort/ entries
Performance in 2023
2023 value
2023 nat value
1 year
4 year
Reading KS1 expected standard %
30
Sig above national and 95th percentile
87
68
Writing KS1 expected standard %
30
Sig above national and 95th percentile
80
60
Mathematics KS1 expected standard %
30
Sig above national and 99th percentile
93
70
Mathematics KS2 progress
26
Sig above national and 96th percentile
4.3
0.0
Mathematics KS2 high standard %
27
Sig above national and 99th percentile
56
24
EGPS KS2 expected standard %
27
Sig above national and 95th percentile
93
72
EGPS KS2 high standard %
27
Sig above national and 98th percentile
63
30
Non-significant data
2023 cohort/ entries
Performance in 2023
2023 value
2023 nat value
1 year
4 year
Phonics Y1 expected standard %
29
Not sig different to national and 90th percentile
93
79
Reading KS2 progress
26
Not sig different to national and 52nd percentile
0.3
0.0
Writing KS2 progress
26
Not sig different to national and 70th percentile
1.3
0.0
RWM KS2 expected standard %
27
Not sig different to national and 82nd percentile
74
59
Reading KS2 expected standard %
27
Not sig different to national and 47th percentile
74
73
Writing KS2 expected standard %
27
Not sig different to national and 78th percentile
81
71
Mathematics KS2 expected standard %
27
Not sig different to national and 87th percentile
89
73
Reading KS2 high standard %
27
Not sig different to national and 73rd percentile
37
29
Writing KS2 greater depth %
27
Not sig different to national and 93rd percentile
30
13
Of the 29 year 1 pupils, 2 did not meet the phonics expected
standard. There were 1 pupil(s) that were screened for phonics in
year 2 in 2023; 0 of those met the expected standard.
Guidance
Arrows indicate whether the school, when compared to the national, has
changed. A dark shaded upward arrow indicates that the school difference
from national has improved from the comparator year (difference of at
least 2 standard deviations).
A lighter shade upward arrow
indicates the school difference from national has improved slightly from
the comparator year (difference of at least 1 standard deviation).
Arrows pointing downwards indicate a worsening in the difference to
national, with the same shading rules.
A horizontal line
means the school is similar to the comparator year (difference was less
than 1 standard deviation OR there were 10 or fewer pupils in either of
the years).
Cohort/entries shows the number of pupils
included in the measure. Measures such as progress scores include only
pupils with prior attainment. Some key stage 4 measures may only include
the pupils entered for that subject area.
The Department
for Education supplies the source pupil level data for this section.
There is additional guidance which further details about the
methodologies used and a list of the measure included in the table.
Measures will only appear for the pupil groups disadvantaged and
low/middle/high prior attainers. Absence measures are generated for FSM,
SEND and EAL. They will be displayed where the group differs to that of
the whole school. Exclusions, phonics, EBacc attainment threshold and
multiplication table check pupil groups will not appear in this section.
If performance does not differ from that of the school, no
measure will be highlighted.
KS1 prior attainment groups
will not appear in this section due to data availability.
In 2023 it was not possible to calculate pupil group measures for 16 to
18 due to no value added or completion and attainment data being
available as a result of COVID-19.
There is additional guidance which provides the criteria used to
determine the sentences.
