Widcombe Infant School
Release date: 21 November 2025 IDSR news page IDSR guidance
School details
URN: 143010 LAESTAB: 8002162
Local authority: Bath and North East Somerset
Phase of education: Primary Type of education: Academy Converter
The trust
Data source: the Ofsted inspection outcome data and the DfE’s GIAS service
Guidance
The grade profile of the schools within the MAT uses the latest inspection outcome each school has received under its current URN, whether relating to a graded or ungraded inspection, and is split into 4 sections:
- schools inspected from November 2025 onwards (this section will appear once the first reports of inspections carried out under the renewed EIF have been published)
- schools last inspected in the 2024/25 academic year
- schools last inspected prior to September 2024
- schools not yet inspected
If a school was last inspected under a different URN before it joined
the MAT, the school will be counted in the ‘Not yet received graded or
ungraded inspection’ group until it is inspected as part of the MAT.
However, if a school was last inspected before it joined the MAT but
still possesses the same URN as it had on inspection, the outcome from
that inspection will be counted in the grade profile of the MAT.
There is additional guidance about this section.
As of 1 November 2025:
- this school is part of Palladian Academy Trust which contains 12 primary schools, 1 secondary school, no special schools, no alternative providers and no pupil referral units.
- the latest inspection outcome for this school is: good graded (pre-September 2024).
- the MAT grade profile was:
Schools inspected from November 2025 onwards
When the first judgements made under the renewed education inspection framework are published, the MAT grade profile will be displayed here.
Schools last inspected in the 2024/25 academic year
- graded, not in a category of concern - 3
- graded, serious weaknesses - 0
- graded, special measures - 0
- ungraded, improved significantly - 0
- ungraded, standards maintained - 3
- ungraded, some aspects not as strong - 0
Schools last inspected prior to September 2024
- outstanding graded - 0
- good graded - 2
- requires improvement graded - 1
- inadequate graded - 0
- ungraded, school remains good - 2
Schools not yet inspected
- not yet received graded or ungraded inspection - 2
Contents
- Context of the school
- Staffing
- Attendance and behaviour
- Links to alternative provision and other providers
- Achievement in phonics
- Report card
Context of the school
School characteristics
Data source: the DfE’s January school census for 2025, 2024 and 2023
Guidance
For each measure, text and shading are used to show where the school sits within the national distribution of all schools, or to show the banding of the local area average within the national distribution of all schools. The local averages are based on the DfE spring census of pupils at schools in the same phase. Local area averages are not shown for the school number on roll, location deprivation or stability measures.
Local area is based on the middle-layer super output area (MSOA) in which the school resides. MSOAs comprise between 2,000 and 6,000 households and have a resident population of, generally, between 5,000 and 15,000 people. MSOAs fit within local authorities. The MSOA used in the IDSR for each school will be displayed at the top of this section. For more information about MSOAs, visit the Office for National Statistics website.
The possible National distribution bandings in this section are:
- Well above average (blue shading)
- Above average
- Close to average
- Below average
- Well below average (orange shading)
The banding shows how the school or local average figure compares with
the national figure. If the value is more than 0.5 standard deviations
(SDs) above the national rate, it is classed as ‘Above average’. If it
is more than 0.5 SDs below the national rate, it is classed as ‘Below
average’. If it is more than one SD above the national rate, it is
classed as ‘Well above average’ and highlighted in blue. If it is more
than one SD below the national rate, it is classed as ‘Well below
average’ and highlighted in orange. Otherwise, it is ‘Close to average’
and shown in grey.
Except for the school location
deprivation measure, schools are compared with other schools in the same
phase: primary (including middle deemed primary) or secondary (including
middle deemed secondary, and all-through schools). Special schools are
compared with the national distribution for secondary schools.
FSM6 in this chart refers to the percentage of pupils who
are or have been eligible for free school meals and have claimed them
during Reception to Year 11 sometime 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). The stability measure is not
available for school sixth forms.
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.
You can read further information
about the data used for the local area deprivation. For
deprivation measures, ‘Above average’ means “more deprived” and ‘Below
average’ means “less deprived”.
There is additional guidance about this section.
School local area (MSOA) = Bath and North East Somerset 012
| 2023 | 2024 | 2025 | |
|---|---|---|---|
| School number on roll | Below average
181 |
Below average
177 |
Below average
178 |
| School % FSM6 | Well below average
7.18 |
Well below average
7.91 |
Below average
11.24 |
| Local area % FSM6 | Well below average
10.62 |
Well below average
9.29 |
Well below average
9.43 |
| School % SEN support | Below average
7.73 |
Well below average
5.65 |
Well below average
6.18 |
| Local area % SEN support | Well below average
7.62 |
Well below average
7.72 |
Below average
10.03 |
| School % EHC plan | Below average
1.10 |
Below average
1.13 |
Close to average
2.25 |
| Local area % EHC plan | Close to average
1.47 |
Below average
1.54 |
Below average
1.57 |
| School % EAL | Close to average
15.50 |
Close to average
21.50 |
Close to average
21.90 |
| Local area % EAL | Close to average
17.60 |
Close to average
17.60 |
Close to average
20.10 |
| School % CIN | Below average
1.10 |
Below average
1.13 |
Well below average
0.00 |
| Local area % CIN | Well below average
0.88 |
Below average
1.23 |
Below average
1.25 |
| School % stability | Well above average
93.33 |
Well above average
95.83 |
Well above average
95.87 |
| School pupil base deprivation | Well below average
|
Well below average
|
Well below average
|
| Local area pupil base deprivation | Well below average
|
Well below average
|
Well below average
|
| School location deprivation | Below average
|
Below average
|
Below average
|
Ethnicity
Data source: the DfE’s January school census for 2025
Guidance
The chart displays the ethnic groups within the whole school. There are
17 possible ethnic groups. In addition, ‘Any other ethnic group’ is
displayed.
The whole school measure includes all year
groups in the school.
If the school has a sixth form, a
separate ethnicity chart will be displayed.
There is
additional guidance about this section.
Whole school
Table
| Ethnicity group | Ethnicity | School % | School national % |
|---|---|---|---|
| Asian or Asian British | Bangladeshi | 0.0 | 1.8 |
| Asian or Asian British | Chinese | 2.2 | 0.8 |
| Asian or Asian British | Indian | 0.6 | 4.2 |
| Asian or Asian British | Pakistani | 0.0 | 4.6 |
| Asian or Asian British | Any other Asian background | 3.4 | 2.3 |
| Black or Black British | African | 0.6 | 5.2 |
| Black or Black British | Caribbean | 0.0 | 0.9 |
| Black or Black British | Any other Black background | 0.0 | 0.8 |
| Mixed | White and Asian | 3.4 | 1.7 |
| Mixed | White and Black African | 0.0 | 1.0 |
| Mixed | White and Black Caribbean | 0.6 | 1.6 |
| Mixed | Any other Mixed background | 3.9 | 2.9 |
| White | British | 62.4 | 60.4 |
| White | Gypsy/Roma | 0.6 | 0.3 |
| White | Irish | 0.6 | 0.2 |
| White | Traveller of Irish heritage | 0.0 | 0.1 |
| White | Any other White background | 14.0 | 7.1 |
| Any other ethnic group | Any other ethnic group | 7.9 | 2.5 |
SEN
Data source: the DfE’s January school census for 2025 and the DfE’s GIAS service
Guidance
The table displays the number of pupils in the school, by year group,
who have special educational needs (SEN) and the primary need category.
The 2 halves of the table represent pupils who have SEN support and
pupils who have an education, health and care (EHC) plan.
No highlighting is applied to this table; figures are presented purely
for information.
The text above the table displays if the
school has any resourced provision. This could be a SEN unit, resourced
provision or both. The capacity represents how many pupils the provision
displayed can accommodate. The type of SEN provision lists, where
applicable, the type of SEN that is provided for. This section also
displays how many pupils with SEN have received free school meals at any
time during the last 6 years and/or who are looked-after children (in
the care of the local authority for a day or more or who have been
adopted from care).
There is additional guidance about this section.
Type of resourced provision: No resourced provision
Capacity:
Type of SEN provision:
Number of pupils with SEN who are also FSM6
and/or CLA: 7
| SEN primary need |
SEN support (11)
|
|||
|---|---|---|---|---|
| R | Y1 | Y2 | Total | |
| Moderate Learning Difficulty | 0 | 2 | 2 | 4 |
| Social, Emotional and Mental Health | 0 | 1 | 2 | 3 |
| Speech, Language and Communication Needs | 1 | 1 | 0 | 2 |
| Other Difficulty/Disability | 1 | 1 | 0 | 2 |
| Year group totals | 2 | 5 | 4 | 11 |
| SEN primary need |
EHC plan (4)
|
|||
|---|---|---|---|---|
| R | Y1 | Y2 | Total | |
| Speech, Language and Communication Needs | 0 | 3 | 0 | 3 |
| Other Difficulty/Disability | 1 | 0 | 0 | 1 |
| Year group totals | 1 | 3 | 0 | 4 |
Year group
Data source: the DfE’s January school census for 2025
Guidance
The table presents data for pupils who were recorded as part of the previous January school census. As such, the data presented against each year group is about the cohort that was in that year group in the last academic year. For example, the data in the Year 7 column is about the cohort who were in Year 7 in the previous academic year, not the cohort who are in Year 7 in the current academic year.
The measures included in the table are:
- the number of pupils on roll
- the percentage of pupils in receipt of free school meals (FSM) at the time of the census; these pupils are those who are or have been eligible for FSM and have claimed them, during Reception to Year 11, sometime in the last 6 years (FSM data is not collected for sixth forms)
- the percentage of pupils whose first language is not English or is believed to be other than English
- the number of pupils identified as young carers
- the number of pupils who are children in need, including children on child protection plans and looked-after children – this includes children who have child-in-need plans and other types of plans or arrangements, and children waiting for a referral to be considered, an assessment to start, or an assessment that has started to be completed; these are pupils who were a child in need at any point during the reporting year (1 April to 31 March inclusive)
- the number of looked-after children – these are pupils who are looked after for at least one day during the year and are aged 4 to 15 at 31 August; this excludes looked-after children under an agreed series of short placements and those who were on remand/committed for trial or sentence and accommodated by the local authority
No highlighting is applied to this table; figures are presented for
information only.
There is additional guidance about this section.
| Number on roll | % FSM6 | % EAL | Number young carers | Number CIN | Number CLA | |
|---|---|---|---|---|---|---|
| Reception | 57 | 15.79 | 14.00 | 0 | 0 | No data |
| Year 1 | 60 | 13.33 | 28.30 | 0 | 0 | No data |
| Year 2 | 61 | 4.92 | 23.00 | 0 | 0 | No data |
Staffing
Data source: the DfE’s November 2024, 2023, 2022 and 2021 school workforce census data
Guidance
The areas covered are:
- the proportion of education support staff relative to teaching staff
- teacher absence
- staff retention
Information on staff turnover is calculated using the number of
full-time equivalent (FTE) turnover leavers and the total FTE staff at
the school. A school is considered to have high staff turnover if its
turnover rate was in the highest 20% in any of the previous 3 years. Low
staff turnover is not highlighted. Special schools are compared with
primaries.
Turnover and leavers at a school level can be
very volatile from year to year. When looking at rates of leavers and
turnover, it is important to consider school size, because this has a
particularly big impact on turnover rates for small schools.
There is additional guidance about this section.
- There is nothing to highlight for the proportion of education support staff relative to teaching staff in 2024.
- There is nothing to highlight for teachers with at least one period of sickness absence.
- 1 day on average was lost to teacher sickness absence in 2023/24. This was in the lowest 20% nationally.
- At the time of the November 2024 census, there were no full-time vacant teacher posts in the school.
-
There is nothing to highlight
for staff turnover.
Attendance and behaviour
Attendance and persistent absence
Data source: the DfE’s 2024/25 (1 term), 2023/24 (3 term), 2022/23 (3 term) and 2018/19 (3 term) academic year data
Guidance
Each set of tables and charts is available for 3 different pupil groups:
- all pupils enrolled at the school
- free school meals (FSM) pupils: those who have been eligible for FSM at any time during the last 6 years – referred to as FSM6
- pupils who have a statement of special educational needs (SEN) or an education, health and care (EHC) plan, or who receive SEN support but do not have an EHC plan
This section includes data for 2018/19 because, nationally, attendance
declined sharply in 2020/21 during the COVID-19 pandemic and has not
recovered. Inclusion of 2018/19 data will show whether the school has
managed to return to pre-pandemic attendance levels.
Overall
attendance is calculated as: 100 – ((number of absence sessions / number
of sessions it was possible to attend) * 100). Absence is the total of
all authorised and unauthorised absences.
Schools are
compared with other schools in the same phase of education: primary
(including middle deemed primary) or secondary (including middle deemed
secondary and all-through schools). Special schools are compared against
the national distribution for secondary schools.
The
national distribution banding shows how the school’s rate compares with
the national rate. For overall attendance, if the school’s rate is more
than 0.5 SDs above the national rate, it is classed as ‘Above’ and
highlighted in green. If the school’s rate is more than 0.5 SDs below
the national rate, it is classed as ‘Below’ and highlighted in red.
Otherwise it is ‘Close to average’ and shown in grey. Due to the
methodology used to calculate overall attendance, this banding does not
indicate statistical significance. For persistent absence it is
calculated differently, as it uses both the SD and a CI to indicate
whether the school’s persistent absence rate is, statistically,
significantly above or below the national average. School values that
are more than 0.5 SDs above the national rate and significantly above
average – Above (sig+) – are highlighted red. School values that are
more than 0.5 SDs below the national rate and significantly below
average – Below (sig-) – are highlighted green. All other values are
shown in grey.
Overall attendance trend shows whether the
school trend is in line with the national trend, or if the school’s
attendance has improved or declined relative to the national change.
Persistent absence trend indicates whether there has been a
statistically significant increase or decrease in the school’s
persistent absence rate in a particular year, compared with the previous
year. The year 3 rate is compared with 2018/19 to illustrate how
persistent absence has changed since the COVID-19 pandemic.
The school context column indicates whether the whole school has a
higher-than-average proportion of students who have been eligible for
FSM at any time during the last 6 years (FSM6), or a higher-than-average
proportion of pupils who receive SEN support, or who have a statement of
SEN or an EHC plan.
There is additional guidance about this section.
Key to charts
Attendance
The trend analysis for the Attendance measure is different to the trend analysis elsewhere in the IDSR. For Attendance, our trend analysis compares the school trend with the national trend and determines whether it is in line with it or whether the school trend is showing either relative improvement or relative decline.
All pupils - Attendance
| Year | Cohort | School | National | National distribution banding | Sch trend vs Nat trend | School context |
|---|---|---|---|---|---|---|
| 2024/25 | 124 | 95.8% | 94.9% | Above | Relative decline | - |
| 2023/24 | 122 | 96.7% | 94.5% | Above | Relative decline | - |
| 2022/23 | 123 | 96.5% | 94.1% | Above | Relative improvement | - |
| 2018/19 | 125 | 97.2% | 96.0% | Above | Not available | - |
Chart
FSM6 - Attendance
| Year | Cohort | School | National | National distribution banding | Sch trend vs Nat trend | School context |
|---|---|---|---|---|---|---|
| 2024/25 | 12 | 88.0% | 92.6% | Below | Relative decline | - |
| 2023/24 | 9 | 93.5% | 92.0% | Above | Relative decline | - |
| 2022/23 | 11 | 93.2% | 91.6% | Above | Relative improvement | - |
| 2018/19 | 11 | 94.3% | 94.4% | Close to average | Not available | - |
Chart
SEN - Attendance
| Year | Cohort | School | National | National distribution banding | Sch trend vs Nat trend | School context |
|---|---|---|---|---|---|---|
| 2024/25 | 14 | 92.1% | 92.5% | Close to average | Relative decline | - |
| 2023/24 | 10 | 95.8% | 92.1% | Above | Relative improvement | - |
| 2022/23 | 13 | 94.1% | 91.9% | Above | Relative improvement | - |
| 2018/19 | 9 | 96.4% | 94.4% | Above | Not available | - |
Chart
Persistent absence
All pupils - Persistent absence
| Year | Cohort | School | National | National distribution banding | Trend | School context |
|---|---|---|---|---|---|---|
| 2024/25 | 124 | 10.5% | 14.3% | Below (non-sig) | No sig change | - |
| 2023/24 | 122 | 3.3% | 14.6% | Below (sig-) | No sig change | - |
| 2022/23 | 123 | 4.9% | 16.2% | Below (sig-) | No sig change | - |
| 2018/19 | 125 | 1.6% | 8.2% | Below (sig-) | Not available | - |
Chart
FSM6 - Persistent absence
| Year | Cohort | School | National | National distribution banding | Trend | School context |
|---|---|---|---|---|---|---|
| 2024/25 | 12 | 50.0% | 24.4% | Above (sig+) | No sig change | - |
| 2023/24 | 9 | 11.1% | 27.1% | Below (non-sig) | No sig change | - |
| 2022/23 | 11 | 18.2% | 29.3% | Below (non-sig) | No sig change | - |
| 2018/19 | 11 | 9.1% | 16.1% | Below (non-sig) | Not available | - |
Chart
SEN - Persistent absence
| Year | Cohort | School | National | National distribution banding | Trend | School context |
|---|---|---|---|---|---|---|
| 2024/25 | 14 | 28.6% | 22.6% | Above (non-sig) | No sig change | - |
| 2023/24 | 10 | 0.0% | 24.2% | Below (non-sig) | No sig change | - |
| 2022/23 | 13 | 7.7% | 25.7% | Below (non-sig) | No sig change | - |
| 2018/19 | 9 | 0.0% | 14.8% | Below (non-sig) | Not available | - |
Chart
Suspensions and permanent exclusions - whole school
Data source: the DfE’s 2023/24, 2022/23 and 2021/22 academic year data
Guidance
The number and proportion of pupils who have had suspensions or permanent exclusions in a school are often very small, especially in primary schools. These figures should be interpreted with caution, particularly when making comparisons over time. 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.
This section contains tables and charts displaying information about pupils who have had one or more suspensions and pupils who have had two or more suspensions, for the most recent 3 years for which data is available.
Each set of tables and charts is available for 3 different pupil groups:
- all pupils enrolled at the school
- free school meals (FSM) pupils: those who have been eligible for FSM at any time during the last 6 years – referred to as FSM6
- pupils who have a statement of special educational needs (SEN) or an education, health and care (EHC) plan, or who receive SEN support but do not have an EHC plan
To compare the school’s data with the national average, we have
calculated standard deviations (SDs) and confidence intervals (CIs).
Schools are compared with other schools in the same phase of
education: primary (including middle deemed primary) or secondary
(including middle deemed secondary and all-through schools). Special
schools are compared against the national distribution for secondary
schools.
The national distribution banding shows how the
school’s rate compares with the national rate. This comparison uses both
the SD and a CI to indicate whether the school’s suspension rate is,
statistically, significantly above or below the national average. School
values that are more than 0.5 SDs above the national rate and
significantly above average – Above (sig+) – are highlighted red. School
values that are more than 0.5 SDs below the national rate and
significantly below average – Below (sig-) – are highlighted green. All
other values are shown in grey.
Trend indicates whether there
has been a statistically significant increase or decrease in the
school’s suspension rate in a particular year, compared with the
previous year.
The school context column indicates whether
the whole school has a higher-than-average proportion of students who
have been eligible for FSM at any time during the last 6 years (FSM6),
or a higher-than-average proportion of pupils who receive SEN support,
or who have a statement of SEN or an EHC plan.
Suspension
rate data is positively skewed, especially for primary schools, because
many schools have a very low suspension rate. However, a small number of
schools have a higher rate, so there is a long
above-the-national-average section, but only approximately a quarter of
schools fall into this band. Some of these high rates may be due to
errors in the source data.
Reasons for suspensions and
permanent exclusions are for the most recent year and they will only be
displayed if there has been at least 1 suspension or permanent exclusion
in the most recent year. Up to 3 reasons can be recorded. These reasons
are recorded without weighting or prioritisation. Therefore, the total
number of reasons may exceed the total number of suspensions or
permanent exclusions.
There is additional guidance about this section.
Key to charts
1+ suspensions
All pupils - 1 or more suspensions
| Year | Cohort | School | National | National distribution banding | Trend | School context |
|---|---|---|---|---|---|---|
| 2023/24 | 177 | 0.00% | 0.99% | Below (non-sig) | No sig change | - |
| 2022/23 | 181 | 0.00% | 0.82% | Below (non-sig) | No sig change | - |
| 2021/22 | 180 | 0.00% | 0.68% | Below (non-sig) | Not available | - |
Chart
FSM6 - 1 or more suspensions
| Year | Cohort | School | National | National distribution banding | Trend | School context |
|---|---|---|---|---|---|---|
| 2023/24 | 14 | 0.00% | 2.33% | Below (non-sig) | No sig change | - |
| 2022/23 | 13 | 0.00% | 1.94% | Below (non-sig) | No sig change | - |
| 2021/22 | 10 | 0.00% | 1.63% | Below (non-sig) | Not available | - |
Chart
SEN - 1 or more suspensions
| Year | Cohort | School | National | National distribution banding | Trend | School context |
|---|---|---|---|---|---|---|
| 2023/24 | 12 | 0.00% | 4.44% | Below (non-sig) | No sig change | - |
| 2022/23 | 16 | 0.00% | 3.85% | Below (non-sig) | No sig change | - |
| 2021/22 | 17 | 0.00% | 3.28% | Below (non-sig) | Not available | - |
Chart
2+ suspensions
All pupils - 2 or more suspensions
| Year | Cohort | School | National | National distribution banding | Trend | School context |
|---|---|---|---|---|---|---|
| 2023/24 | 177 | 0.00% | 0.47% | Below (non-sig) | No sig change | - |
| 2022/23 | 181 | 0.00% | 0.38% | Close to average (non-sig) | No sig change | - |
| 2021/22 | 180 | 0.00% | 0.30% | Close to average (non-sig) | Not available | - |
The distributions for 2021/22 and 2022/23 are missing the ‘below’ band due to the positive skew of the distributions.
Chart
FSM6 - 2 or more suspensions
| Year | Cohort | School | National | National distribution banding | Trend | School context |
|---|---|---|---|---|---|---|
| 2023/24 | 14 | 0.00% | 1.16% | Close to average (non-sig) | No sig change | - |
| 2022/23 | 13 | 0.00% | 0.94% | Close to average (non-sig) | No sig change | - |
| 2021/22 | 10 | 0.00% | 0.76% | Close to average (non-sig) | Not available | - |
Chart
SEN - 2 or more suspensions
| Year | Cohort | School | National | National distribution banding | Trend | School context |
|---|---|---|---|---|---|---|
| 2023/24 | 12 | 0.00% | 2.37% | Below (non-sig) | No sig change | - |
| 2022/23 | 16 | 0.00% | 2.01% | Below (non-sig) | No sig change | - |
| 2021/22 | 17 | 0.00% | 1.66% | Close to average (non-sig) | Not available | - |
The distribution for 2021/22 is missing the ‘below’ band due to the positive skew of the distribution.
Chart
Suspension reasons
| 2021/22 | 2022/23 | 2023/24 | |
|---|---|---|---|
| Total number of suspensions | 0 | 0 | 0 |
Reasons for suspensions in latest year
There were no suspensions in the latest year.
Permanent exclusion reasons
| 2021/22 | 2022/23 | 2023/24 | |
|---|---|---|---|
| Total number of permanent exclusions | 0 | 0 | 0 |
| National average permanent exclusions | 0 | 0 | 0 |
Reasons for permanent exclusions in latest year
There were no permanent exclusions in the latest year.
Links to alternative provision and other providers
Data source: the DfE’s summer term 2025 alternative provision placements data
Guidance
The table shows information about alternative provision placements. This
section will appear for all schools that submitted information on
alternative provision placements in the latest data.
The
placements include alternative provision, companies, providers
registered with the UK Register of Learning Providers, further education
and other schools.
The total number of pupils is shown, as
well as the number of pupils attending full time and part time. Numbers
in brackets are additional pupils who were attending the alternative
provision but left during the census period.
There is
additional guidance about this section.
There is no data in this section for this school or it was incomplete.
Achievement in phonics
Phonics screening check expected standard
Data source: the DfE’s provisional 2025, final 2024 and final 2023 data
Guidance
Data is presented for the most recent 3 years and is provided for all pupils only.
We have averaged school and national results across data years to produce a 3-year average. This helps us smooth out year-to-year fluctuations in the data so we can spot genuine trends and significant patterns that might otherwise be hidden. This is particularly important in small schools, where a single pupil’s outcome can disproportionately affect the data.
A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.
Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:
- Above (sig+)
- Above (non-sig)
- Close to average (sig+)
- Close to average (non-sig)
- Close to average (sig-)
- Below (non-sig)
- Below (sig-)
Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed.
The year group context column indicates whether the relevant year group has a high proportion of pupils who are or have been eligible for free school meals (FSM) and have claimed them at some time in the last 6 years (FSM6), or have high special educational needs (SEN) or low stability. The phonics measure uses Year 1 cohort characteristics.
The sentences show:
- the total number of pupils who were eligible to be screened for phonics
- the number of pupils who sat the check, and who did not, where applicable
- the number of pupils who did not meet the expected standard, where applicable
- the average mark for pupils who did not meet the expected standard (where the number not meeting the standard was greater than 5)
The number of pupils who did not sit the phonics screening check
includes (where applicable): the number who were absent, the number who
were disapplied, and the number for whom there was maladministration.
There is additional guidance about this section.
Key to charts
All pupils - Phonics expected standard
- There were 59 pupils who were eligible for the phonics screening check in Year 1 in 2025; all of them sat the check and 10 pupils did not meet the phonics expected standard. The average mark for those not meeting the standard was 23.
- There were 4 pupils who were eligible for the phonics screening check in Year 2 in 2025; all of them sat the check.
| Year | Cohort | School | National | National distribution banding | Trend | Year group context |
|---|---|---|---|---|---|---|
| 3-year | 180 | 92% | 80% | Above (sig+) | Not applicable | Not applicable |
| 2025 | 59 | 83% | 80% | Close to average (non-sig) | No sig change | - |
| 2024 | 61 | 97% | 80% | Above (sig+) | No sig change | - |
| 2023 | 60 | 97% | 79% | Above (sig+) | Not available | - |
Chart
Report card
Guidance
The section contains a subset of data from the IDSR that will eventually
be published alongside the inspection report. For guidance about the
data please see the associated IDSR section above.
The
letter ‘R’ will be presented where data has been redacted due to it not
being published. The letter ‘S’ will be presented where the data is
suppressed for small cohorts of 5 or fewer.
There is
additional guidance about this section.
Context in latest year
Total pupils
178 Below average
School capacity
180 Below average
Pupils eligible for free school meals (FSM) at any time during the past six years
11.24% Below average
Pupils with an education, health and care (EHC) plan
2.25% Close to average
Pupils with special educational needs (SEN) support
6.18% Well below average
School location deprivation
Below average
Absence
Overall absence
| Year | This school | National average | Compared with national average |
|---|---|---|---|
| 2024/25 | 4.2% | 5.1% | Below |
| 2023/24 | 3.3% | 5.5% | Below |
| 2022/23 | 3.5% | 5.9% | Below |
| 2018/19 | 2.8% | 4.0% | Below |
Persistent absence
| Year | This school | National average | Compared with national average |
|---|---|---|---|
| 2024/25 | 10.5% | 14.3% | Below |
| 2023/24 | 3.3% | 14.6% | Below |
| 2022/23 | 4.9% | 16.2% | Below |
| 2018/19 | 1.6% | 8.2% | Below |