Select to show only sentences for areas which are significant or exceptional

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

Ethnicity bar chart

Table
Ethnicity School % School national % Sixth form % Sixth form national %
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

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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According to the January 2023 census, pupils at this school were also registered at the following registered providers (this does not include unregistered):

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

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

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

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

27

25

Between Years 10 and 11

4

4

As a proportion of the Year 10 cohort

Not significant3%

Not significant2%

Of which, no recorded information in the January census

0

2

Between other school years

23

21

Of which, no recorded information in the January census

13

11

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.

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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.

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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.

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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.

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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.

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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.

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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

EBacc A8

Sig below national

English A8

Sig below national

Mathematics A8

Sig below national

Sig above national

Sig below national

Mathematics P8

Sig below national

Sig below national

Open A8

Sig below national

Sig below national

Overall A8

Sig below national

Sig above national

Overall P8

Sig below national

Sig below national

Science % 5+

Sig below national

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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