Example Secondary
IDSR
URN: 999999 LAESTAB: 9999999 Local authority: NA
Phase of education: NA
Type of education:
NA
About the trust
As of July 2023:
-
this school is part of a Trust which contains 10 primary schools, 3
secondary schools, no special schools, no alternative providers and no
pupil referral units.
-
the latest overall effectiveness grade for this school is requires
improvement. As of 1 Jul 2023, the MAT grade profile was:
-
outstanding graded - 1
-
good graded - 2
-
requires improvement graded - 1
-
inadequate graded - 1
-
not yet received graded or ungraded inspection - 6
-
ungraded, school remains good - 6
Release information: Final 2022 KS4, Final 2022 KS5
Release date: 18 October 2023 IDSR news page
Important information
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.
Online
guidance can be found here.
School
characteristics
|
2021 |
2022 |
2023 |
|
| School number on roll |
Close to average
1027 |
Close to average
1043 |
Close to average
1097 |
| Sixth form number on roll |
Close to average
178 |
Below average
164 |
Below average
158 |
| |
| School % FSM |
Well below average
14 |
Well below average
15 |
Well below average
16 |
| |
| School % SEND support |
Well above average
18 |
Well below average
4 |
Well below average
5 |
| Sixth form % SEND support |
Well above average
17 |
Well below average
2 |
Below average
4 |
| |
| School % EHC plan |
Close to average
3 |
Above average
4 |
Well above average
3.8 |
| Sixth form % EHC plan |
Well below average
1 |
Above average
1.2 |
Well above average
2.5 |
| |
| School % EAL |
Below average
4 |
Well below average
4 |
Below average
5 |
| Sixth form % EAL |
Below average
4 |
Well below average
3 |
Well below average
4 |
| |
| School % stability |
Close to average
94 |
Above average
95 |
Close to average
93 |
| |
| Pupil base deprivation |
Well below average
|
Well below average
|
Well below average
|
| School location deprivation |
Well below average
|
Well below average
|
Well below average
|
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.
There is additional guidance about this section.
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Ethnicity
Groups that
represent 5% or more of the overall cohort
Table
|
White - British
|
58
|
63
|
52
|
57
|
|
Asian or Asian British - Pakistani
|
14
|
4
|
25
|
5
|
|
Mixed - Any other Mixed background
|
7
|
3
|
4
|
3
|
|
Any other ethnic group
|
6
|
2
|
4
|
3
|
Guidance
Ethnicity information comes from the January 2023 school census.
The whole school measure includes all year groups in the
school.
The % value displayed on the bar is the school
proportion. There is additional guidance about this section.
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Prior attainment
|
Reading |
Writing |
Mathematics |
| |
| Year 7 |
Close to national |
Close to national |
Close to national |
| Year 8 |
No data |
No data |
No data |
| Year 9 |
No data |
Below national |
No data |
| Year 10 |
Close to national |
Close to national |
Close to national |
| Year 11 |
Close to national |
Close to national |
Close to national |
Guidance
The prior attainment table presents how pupils in the school performed
at the previous key stage in relation to the rest of their year group
nationally.
Prior attainment is based on the following
factors:
-
there is no prior attainment data due to COVID-19 for years 8 and 9.
-
it is based on those achieving the expected standard at key stage 2 for
years 7, 10 and 11.
Where the text states ‘Above national’ and the box is shaded blue, this
indicates that the figure was at least 1 standard deviation above the
national. Where the text states ‘Below national’ and the box is shaded
orange, this indicates that the figure was at least 1 standard deviation
below the national.
Small cohorts refer to those that are
fewer than 11 or were too small to have a valid significance output.
The Department for Education January 2023 census provides
data for this table.
There is additional guidance about this section.
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SEND
characteristics
Type of resourced provision: Resourced provision
Number of pupils
with SEND who are also FSM and/or CLA: 26
| SEND primary need |
SEND support (45)
|
| Y7 |
Y8 |
Y9 |
Y10 |
Y11 |
Y12 |
Y13 |
Total |
| Specific Learning Difficulty |
0 |
9 |
3 |
2 |
3 |
2 |
0 |
19 |
| Moderate Learning Difficulty |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
| Social, Emotional and Mental Health |
0 |
4 |
0 |
2 |
0 |
1 |
0 |
7 |
| Speech, Language and Communication Needs |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
| Multi-Sensory Impairment |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
| Physical Disability |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
| Autistic Spectrum Disorder |
0 |
2 |
2 |
1 |
1 |
1 |
0 |
7 |
| School Support NSA |
1 |
2 |
4 |
1 |
0 |
0 |
0 |
8 |
| Year group totals |
1 |
17 |
11 |
6 |
6 |
4 |
0 |
45 |
| SEND primary need |
EHC plan (42)
|
| Y7 |
Y8 |
Y9 |
Y10 |
Y11 |
Y12 |
Y13 |
Total |
| Specific Learning Difficulty |
2 |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
| Social, Emotional and Mental Health |
1 |
0 |
1 |
1 |
1 |
0 |
0 |
4 |
| Speech, Language and Communication Needs |
0 |
2 |
2 |
1 |
2 |
0 |
0 |
7 |
| Visual Impairment |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
1 |
| Physical Disability |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
2 |
| Autistic Spectrum Disorder |
6 |
6 |
3 |
3 |
4 |
3 |
0 |
25 |
| Other Difficulty/Disability |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
| Year group totals |
10 |
9 |
6 |
6 |
7 |
3 |
1 |
42 |
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 additional guidance about this section.
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Staffing
-
The proportion of education support staff relative to teaching staff was
in the lowest 20% in 2022, 2021 and 2020.
-
Per pupil spending was in the highest 20% of similar schools in 2021/22
for: Agency supply teaching staff, Education support staff.
-
Per pupil spending was in the lowest 20% of similar schools in 2021/22
for: Supply teaching staff.
-
There is nothing to highlight
for teachers with at least one period of sickness absence in 2021/22 or
2020/21.
-
There is nothing to highlight
for days lost to teacher absence (6 days) in 2021/22.
-
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.
There is additional guidance about this section.
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Links to
alternative provision and other providers
According to the January 2023 census, pupils at this school were also
registered at the following registered providers (this does not include
unregistered):
-
Alternative provision - AP 1 - URN 999999 (2)
-
Secondary - Secondary school - URN 999999 (1)
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 additional guidance about this section.
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Absence
-
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.
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Suspensions & permanent
exclusions
Whole school
-
For
the whole school, there is nothing significant or exceptional to
highlight for total suspensions compared to either all schools or
schools with a similar level of deprivation 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 either all schools or
schools with a similar level of deprivation in 2021/22, therefore no
conclusions can be drawn from this data.
-
Of the 20 pupils in the whole school with at least one suspension in
2021/22, 22% were suspended on more than one occasion and none received
10 or more suspensions during the year.
-
Of the 36 total suspensions in the whole school in 2021/22, the
following reasons each accounted for more than 10%: physical assault
against a pupil (12), verbal abuse/threatening behaviour against an
adult (11), persistent disruptive behaviour (7).
-
There were no permanent exclusions in the whole school in 2021/22. The
national average for this year was 2. However, there was 1 permanent
exclusion in 2020/21 and 1 in 2019/20.
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.
16 to 18
-
There were no students at 16 to 18 suspended at least once in 2021/22.
The national average for this year was 1. There were none in 2019/20
either but there was 1 in 2019/20.
-
There were no permanent exclusions at 16 to 18 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
Due to the low number of suspensions and permanent exclusions nationally
in sixth forms, it has not been possible to make the same comparisons as
with the whole schools measure (highest/lowest 20%). Instead, the IDSR
treats suspensions as it does exclusions and displays the school number
and national average. For this same reason the IDSR does not look at
repeat suspensions for sixth forms or make comparisons to schools with
similar levels of deprivation as with the whole school section.
Key stage 5 in this section relates to Years 12, 13 and 14
where applicable.
The Department for Education supplies 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 in this section.
Pupil movement
|
Between 2020 and 2021 |
Between 2021 and 2022 |
| Number of pupils leaving the school |
|
|
| Between Years 10 and 11 |
|
|
| As a proportion of the Year 10 cohort |
|
|
| Of which, no recorded information in the January census |
|
|
| Between other school years |
|
|
| Of which, no recorded information in the January census |
|
|
Guidance
This section uses the Department for Education January school census to
identify pupils who were in each school in January of one year and
whether they were still in the same school in January of the following
year.
It also specifies the number that left the school
between Years 10 and 11. If we have identified this number as
significantly higher than anticipated, based on a range of contextual
factors, then this will be noted.
Pupils are identified as
having an unknown destination if they do not appear in the subsequent
January school census. The pupil may be overseas, attending alternative
provision or independent education and the school may be aware of the
pupil’s destination, however from the data we cannot identify the
destination of the pupil.
There is additional guidance which provides the criteria used to
determine the sentences.
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Subject
entries at key stage 4
There is no data in this section for this school or it was incomplete.
-
The EBacc entry rate in this school in 2022 was 33%. Languages had the
lowest entry rate of EBacc subject areas (36%).
Guidance
This section shows all the subjects entered by this school in 2022 and
2021. Discounting has not been applied to this table and this includes
entries that may not have counted in performance measures. Early entries
were not included in 2021.
The Department for Education
supplies the source pupil level data for this section.
A
shaded box and corresponding text will appear if the average point score
for pupils in a particular subject is in the highest or lowest 20% of
all schools and only if entry levels were at or above national entries.
There is additional guidance which provides the criteria used to
determine the sentences and links to further detail for the measures.
Back to top
Progress and attainment at
key stage 4
|
|
2022 cohort/entries
|
Performance in 2022
|
2022 value
|
2022 nat value
|
|
Open P8
|
162
|
Sig below national and 27th percentile
|
0.1
|
0.0
|
|
EBacc A8
|
170
|
Sig above national and 71st percentile
|
16.1
|
14.2
|
Non-significant data
|
|
2022 cohort/entries
|
Performance in 2022
|
2022 value
|
2022 nat value
|
|
Overall P8
|
162
|
Not sig different to national and 41st percentile
|
0.1
|
0.0
|
|
English P8
|
162
|
Not sig different to national and 46th percentile
|
0.1
|
0.0
|
|
Mathematics P8
|
162
|
Not sig different to national and 37th percentile
|
0.1
|
0.0
|
|
EBacc P8
|
162
|
Not sig different to national and 56th percentile
|
0.1
|
0.0
|
|
Science VA
|
158
|
Not sig different to national and 56th percentile
|
0.1
|
0.0
|
|
Languages VA
|
58
|
Not sig different to national and 32nd percentile
|
0.1
|
0.0
|
|
Humanities VA
|
152
|
Not sig different to national and 58th percentile
|
0.1
|
0.0
|
|
Overall A8
|
170
|
Not sig different to national and 63rd percentile
|
52
|
49
|
|
English A8
|
170
|
Not sig different to national and 64th percentile
|
11.1
|
10.4
|
|
Mathematics A8
|
170
|
Not sig different to national and 63rd percentile
|
10.1
|
9.4
|
|
Open A8
|
170
|
Not sig different to national and 49th percentile
|
15.1
|
14.7
|
|
Science % 4+
|
165
|
Not sig different to national and 60th percentile
|
73
|
69
|
|
Languages % 4+
|
62
|
Not sig different to national and 54th percentile
|
81
|
76
|
|
Humanities % 4+
|
159
|
Not sig different to national and 65th percentile
|
76
|
70
|
Guidance
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.
Back to top
Destinations at key stage 4
|
2017/18
(152 pupils in scope) |
2018/19
(163 pupils in scope) |
2019/20
(141 pupils in scope) |
|
| Sustained education, employment or training |
Sig above
99% |
Average
94% |
Average
97% |
|
| Any sustained education |
Average
89% |
Average
88% |
Average
94% |
| Sustained employment |
Average
2% |
Average
1% |
Average
0% |
| Sustained apprenticeship |
Average
7% |
Average
6% |
Average
3% |
| Destination not sustained |
Sig below
1% |
Average
3% |
Average
3% |
| Activity not captured |
Average
1% |
Average
2% |
Average
0% |
Guidance
The data for the latest year relates to the pupils that sustained
destinations in 2020/21. These are pupils that reached the end of key
stage 4 in 2019/20. The row header displays the year of completed
education as the latest year.
For a destination to count,
pupils must sustain participation for a 6-month period.
Blue boxes will indicate if a figure was, statistically, significantly
above the national average. Orange boxes will indicate when a figure
was, statistically, significantly below the national
average.
If data has been suppressed due to small cohorts,
‘small cohort’ will be shown in the box. Cohort suppression in this
table follows the rules used by the Department for
Education.
The Department for Education supplies the source
data for this section.
There is additional guidance which provides further detail for this
section.
Back to top
16 to 18 qualification
types and retention
Qualification
types
|
|
2019
(89 students) |
2022
(90 students) |
|
| A level |
86% |
70% |
| Applied general |
28% |
53% |
| Tech level |
1% |
1% |
| Tech certificate |
1% |
1% |
Guidance
This table lists the proportion of students undertaking each type of
qualification. No box highlighting is applied to this table.
Students may be working towards more than 1 type of
qualification and so may be counted more than once. Students taking
courses that are not full qualifications are not included. Students
taking academic qualifications other than A levels are not included in
the table under individual qualification types but are included in the
cohort information. Therefore, the numbers in each column may not add up
to the total number of students and percentages may not add up to 100.
The number and proportion of students who are not taking
any approved level 3 or level 2 Department for Education qualification
is also included in the form of a sentence below the table.
The Department for Education provides the source data for this section.
There is additional guidance which provides the criteria used to
determine the sentences.
Retention on main study
programmes
|
2019 |
2022 |
| A level |
(91% of 75 students) |
(95% of 56 students) |
| Applied general |
(75% of 9 students) |
(83% of 31 students) |
| Tech level |
No students |
No students |
| Tech certificate |
No students |
No students |
Guidance
This table provides data on the extent to which a provider retains
students to the end of the main learning aim of their study programme.
The measure used in this section is retained and assessed.
Highlighting is applied on this table. Blue boxes are displayed when all
students were retained and the cohort was greater than 10. Orange boxes
are displayed when the value is in the bottom decile when compared to
all providers and the cohort is greater than 10.
Students
are counted in the retained and assessed measure if they are retained to
the end of their course and are assessed. The assessment may not
necessarily be in the same subject or type of qualification they were
aiming for when their studies began. However, the assessment must be at
the same level and at least the same size as the main aim. For example,
a student with an original main aim of tech level at size 1 would be
considered as retained and assessed with an applied general exam result
of at least size 1.
From 2019, only technical certificates
are recognised as level 2 vocational qualifications in the 16 to 18
performance tables. In 2018, the Department for Education reported a
broader range of qualifications. The Department for Education’s guidance
on technical and vocational qualifications contains the lists of
qualifications that count in 2019 performance tables.
A
student’s study programme is defined based on their main aim. The
Department for Education’s 16 to 18 accountability measures technical
guide provides further information on how this is defined.
The Department for Education provides the source data for this section.
There is additional guidance which provides the criteria used to
determine the sentences.
Back to top
Subject
entries 16 to 18
There is no data in this section for this school or it was incomplete.
Guidance
This section shows all the subjects entered for this school in 2022 and
2021. There was no subject entry data for 2020.
A shaded
box and corresponding text will appear if the average point score for
pupils in a particular subject is in the highest or lowest 20% of all
schools and only if entry levels were at or above national entries.
The Department for Education supplies the source pupil
level data for this section.
There is additional guidance which provides the criteria used to
determine the sentences and links to further detail for the measures.
Back to top
Attainment at 16
to 18
There is no data in this section for this school or it was incomplete.
Guidance
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.
Back to top
Destinations 16
to 18
|
2017/18
(60 pupils in scope) |
2018/19
(78 pupils in scope) |
2019/20
(79 pupils in scope) |
|
| Sustained education, employment or training |
Sig above
98% |
Sig above
95% |
Average
86% |
|
| Any sustained education |
Sig above
61% |
Average
58% |
Average
42% |
| Sustained employment |
Average
24% |
Average
30% |
Sig above
41% |
| Sustained apprenticeship |
Average
14% |
Average
6% |
Average
3% |
| Destination not sustained |
Sig below
2% |
Sig below
4% |
Average
13% |
| Activity not captured |
Average
0% |
Average
1% |
Average
1% |
Guidance
This table displays the proportion of pupils that continued to complete
specified destinations. This data is publicly available and comes from
the Department for Education’s destinations collection.
The data
for the latest year relates to the pupils that sustained destinations in
2020/21. These are pupils that reached the end of 16–18 study (key stage
5) in 2019/20.
Blue boxes will indicate if a figure was,
statistically, significantly above the national average. Orange boxes
will indicate when a figure was, statistically, significantly below the
national average.
If data has been suppressed due to small
cohorts, ‘small cohort’ will be shown in the box. Cohort suppression in
this table follows the rules used by the Department for
Education.
The Department for Education supplies the source
data for this section.
There is additional guidance which provides further detail for this
section.
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Pupil groups
Secondary - 2022
data
|
FSM and/or CLA |
Low prior |
Middle prior |
High prior |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Absence - 2021/22
No pupil groups were highlighted for this school.
Guidance
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.
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