The IDSR summarises and analyses the available data about a school. It
is also designed to align with our school inspection handbook, to inform
inspectors’ conversations with school leaders. It is not intended to be
an exhaustive profile of a school or to provide any judgement or
assessment of the school.
The IDSR can contain sensitive
information about schools and colleges. It is your responsibility to
make sure you store and share the IDSR securely. Please see our guidance
(linked to below) for our IDSR conditions of use and storage statement.
Data is presented in the IDSR based on the URN to which it
is assigned. Where a school’s URN has changed within the timeframes
represented in the IDSR, data will be displayed in different reports.
The chart shows school level information for 2022, 2023, and 2024. The
information is based on the January census returns for those years, as
supplied by the Department for Education.
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.
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 throughs). Special schools are compared
against the national distribution for secondary schools.
FSM6 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).
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”.
The year group characteristics table shows information about pupil
characteristics for each year group.
The table presents
data for pupils who were recorded as part of the January 2024 school
census. As such, the data presented against each year group is about the
cohort that was in that year group last academic year. For example, the
data in the year 7 column is about the cohort who were in year 7 in the
2023/24 academic year, not the cohort who are in year 7 in the current
(2024/25) academic year.
The measures included in the table
are:
the number of pupils on roll
the percentage of pupils in receipt of FSM at the time of the census;
these pupils are those who are or have been eligible for FSM and have
claimed them some time in the last 6 years (available for year groups
from Reception to year 11 inclusive; 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
No highlighting is applied to this table, figures are presented purely
for information.
Type of resourced provision: No resourced provision Capacity:
Type of SEN provision: Number of pupils with SEN who are also FSM6
and/or CLA: 6
SEN primary need
SEN support (10)
R
Y1
Y2
Total
Moderate Learning Difficulty
0
0
2
2
Social, Emotional and Mental Health
0
1
0
1
Speech, Language and Communication Needs
2
0
1
3
Autistic Spectrum Disorder
0
0
2
2
Other Difficulty/Disability
2
0
0
2
Year group totals
4
1
5
10
SEN primary need
EHC plan (2)
R
Y1
Y2
Total
Social, Emotional and Mental Health
0
0
2
2
Year group totals
0
0
2
2
Guidance
The tables display the number of pupils in the school with SEN and what
the primary need category is. Separate tables for pupils with SEN
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 text above the tables displays if the school has any
resourced provision. This could be a SEN unit, resourced provision or
both. The capacity represents the capacity of the provision displayed.
The type of SEN provision will list, where applicable, the type of SEN
provided for. This section also displays how many pupils with SEN have
received FSM at any time during the last 6 years and/or are children
looked after (CLA) (in the care of the local authority for a day or more
or who have been adopted from care).
The Department for
Education January 2024 census provides data for this table.
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 last inspected prior to
September 2024
outstanding graded - 0
good graded - 2
requires improvement graded - 1
inadequate graded - 0
ungraded, school remains good - 3
Schools inspected from September
2024 onwards
graded, not in a category of concern - 1
graded, serious weaknesses - 0
graded, special measures - 0
ungraded, improved significantly - 0
ungraded, standards maintained - 2
ungraded, some aspects not as strong - 0
Schools not yet inspected
not yet received graded or ungraded inspection - 4
Guidance
The source data for this section is Ofsted inspection outcome data and
the Department for Education’s Get Information about Schools (GIAS)
service.
It provides the multi-academy trust (MAT) to which
the school belongs, the school’s latest inspection outcome and the
number of schools, by phase, in the trust. All-through schools are
counted as secondary schools. Colleges are not counted.
It
also provides the grade profile of the schools within the MAT, using the
latest inspection outcome each school has received under its current
URN. Schools inspected in the academic year 2024/25 will not receive an
overall effectiveness grade. As such, the grade profile is split into 2
sections:
schools last inspected before September 2024
schools inspected from September 2024 onwards
Each school’s latest inspection outcome, whether relating to a graded or
ungraded inspection, will be used. 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.
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 2022/23
for: Education support staff.
Per pupil spending was in the lowest 20% of similar schools in 2022/23
for: Supply teaching staff.
There is nothing to highlight
for teachers with at least one period of sickness absence in 2022/23,
2021/22 or 2020/21.
There is nothing to highlight
for days lost to teacher absence (3 days) in 2022/23.
At the time of the November 2023 census, there were no full-time vacant
teacher posts in the school.
There is nothing to highlight
for staff turnover in 2022, 2021 or 2020.
Guidance
This section presents information on several areas relating to staffing.
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 other 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 relating to school spending is sourced from the
Education and Skills Funding Agency’s 2022/23 data. All other
information is sourced from the Department for Education’s November 2023
and earlier school workforce censuses.
Comparison to schools with a similar level of
deprivation
Lowest 20%
Lowest 20%
Lowest 20%
Persistent absentees
2021/22 (3 term)
2022/23 (3 term)
2023/24 (3 term)
School %
4.1
4.9
3.3
Comparison to all schools
Lowest 20%
Lowest 20%
Lowest 20%
Comparison to schools with a similar level of
deprivation
Lowest 20%
Lowest 20%
Lowest 20%
Local authority
Absence
2023/24 (Whole academic year)
2024/25 (Year to date)
31 Mar - 04 Apr 2025 (Weekly)
Local authority %
5.0
4.8
6.1
Comparison to all local authorities
Lowest 20%
Lowest 20%
–
Guidance
School-level absence data is based on 3 terms for 2023/24, 2022/23 and
2021/22. The chart shows when the school percentage for absence or
persistent absentees was in the highest or lowest 20% for ‘all schools’
or for ‘schools with a similar level of deprivation’. For the ‘all
schools’ comparison, schools are compared with other schools in the same
phase: primary (including middle deemed primary) or secondary (including
middle deemed secondary and all throughs). Special schools are compared
against the national distribution for secondary schools. For the
‘schools with a similar level of deprivation’ comparison, schools are
compared with other schools in the same phase of education and with a
similar level of deprivation (in the same IDACI quintile based on
deprivation of the pupils in the school cohort).
Comparison
data is only shown when the school is in the highest or lowest 20%.
The information is based on Department for Education pupil
level absence data collected via the school census.
Local
authority-level absence data is based on the previous academic year and
the current academic year up to and including the most recent week about
which we hold data, which is also displayed separately. The chart shows
when the local authority percentage for absence was in the highest or
lowest 20% for all local authorities.
Comparison data is
only shown when the local authority is in the highest or lowest 20%.
Special schools are compared with the national value for secondary
schools.
The information is based on pupil level daily
attendance data submitted by schools to the Department for Education.
Comparison to schools with a similar level of
deprivation
–
–
–
Total number of pupils with 2 or
more suspensions
0
0
0
Comparison to all schools
–
–
–
Comparison to schools with a similar level of
deprivation
–
–
–
Total number of pupils with 10 or
more suspensions
0
0
0
Whole
school permanent exclusions
2020/21
2021/22
2022/23
Total number of permanent
exclusions
0
0
0
National average permanent
exclusions
0
0
0
Guidance
Suspensions were previously referred to as fixed term exclusions.
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.
The chart shows when the school percentage of
pupils with 1 or more suspensions or 2 or more suspensions was in the
highest 20% for ‘all schools’ or for ‘schools with a similar level of
deprivation’. For the ‘all schools’ comparison, schools are compared
with other schools in the same phase: primary (including middle deemed
primary) or secondary (including middle deemed secondary and all
throughs). Special schools are compared against the national
distribution for secondary schools. For the ‘schools with a similar
level of deprivation’ comparison, schools are compared with other
schools in the same phase of education and with a similar level of
deprivation (in the same IDACI quintile based on deprivation of the
pupils in the school cohort). The similar deprivation comparison will
not be visible for primary schools – we do not produce the comparison
due to very low suspension rates.
The comparison data is
only shown when the school is in the highest 20%.
There is
no cohort threshold applied to the reasons table in this section. Up to
3 reasons can be recorded for each suspension or permanent exclusion. As
such, the total number of reasons may exceed the total number of
suspensions or permanent exclusions. The reasons table will only appear
if there have been suspensions or permanent exclusions in the latest
year.
The Department for Education provides the source data
for this section.
Links to
alternative provision and other providers
Autumn 2024
There is no data in this section for this school or it was
incomplete.
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.
This is
sourced from the Department for Education’s alternative placements data.
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
2024 cohort
Performance in 2024
2024 value
2024 nat value
2024 vs 2023
2023 vs 2022
Phonics Y1 expected standard %
61
Sig above national and 96th percentile
97
80
Non-significant data
All of the attainment measures were statistically significant.
There were 61 pupils who were eligible for the phonics screening check
in Year 1 in 2024; all of them sat the check and 2 pupils did not meet
the phonics expected standard.
There were 2 pupils who were eligible for the phonics screening check in
Year 2 in 2024; both of them sat the check.
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 fewer than 11 pupils in either
of the years).
Cohort/entries shows the number of pupils
included in the measure.
Sentences below the table provide
further detail about attainment in phonics screening checks.
The Department for Education supplies the source pupil
level data for this section.
This section may contain up to four tables of measures, depending on the
school phase. The ‘Primary’, ‘Secondary’ and/or ‘16 to 18’ tables
display the performance of pupil groups at the corresponding phase of
education. For ‘Primary’ and ‘Secondary’, measures are generated for the
pupil groups FSM and/or children looked after (CLA) and low/middle/high
prior attainers. For ‘16 to 18’, value added measures are generated for
the GCSE grades 0-3/4-6/7-9 prior attainment bands. The ‘Absence’ table
displays if the school’s absence percentage is in the highest or lowest
20% of pupils eligible for FSM, pupils with SEN and pupils with English
as an additional language. Only the latest year’s data is assessed in
this section. Cohorts of less than 11 are not included in this section.
For the tables of performance measures, shaded boxes and
text will appear for a pupil group measure if both the measure is
significantly different to the national comparator for that pupil group
and the national comparison for a pupil group differs to the national
comparison for the whole school. For example, if Progress 8 for all
pupils was not significantly different to national but Progress 8 for
low prior attainers was significantly above national, the low attainers
group will be highlighted. If Progress 8 for all pupils and Progress 8
for low prior attainers were both significantly above national, then the
group will not be highlighted.
The text and shading are
based on the significance of the comparison to national for the pupil
group. For these comparisons, the pupil group measure is compared with
the corresponding national value for that pupil group, with the
exception of the FSM and/or CLA pupil group which is compared with the
national for pupils who are not FSM and/or CLA.
For the
‘Primary’ table, please also note the following points:
We do not currently present key stage 2 prior attainment groups. Once
the first cohort of pupils assessed using the reception baseline reach
year 6, these will be reintroduced.
Pupil groups measures are based on the expected standard and do not
appear for the high standard.
Pupil groups measures for phonics and multiplication tables checks (MTC)
do not appear in this section.
For the ‘Absence’ table, the shading and text generally follow the same
rules as for the tables of performance measures, except that for absence
the text and shading are based on quintile (highest/lowest 20%). For
example, if the school percentage of persistent absentees for all pupils
was not in the highest 20% nationally, but the school percentage of
persistent absentees for pupils with SEN was in the highest 20%
nationally, the SEN pupil group will be highlighted. If the school
percentage of persistent absentees for all pupils and pupils with SEN
were both in the highest 20% nationally, then the group will not be
highlighted.
Tables are not produced for suspensions and
permanent exclusions measures.
There is additional guidance which provides further detail for this
section.
