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Widcombe Infant School

Archway Street, Bath, BA2 4JG

Release information: Provisional 2022 Phonics, Provisional 2022 KS1

Release date: 19 October 2022



URN	143010
LAESTAB	8002162
Local authority	Bath and North East Somerset
Phase of education	Primary
Type of education	Academy Converter

Areas of interest
Absence
Suspensions and permanent exclusions
Pupil groups
School and local context
Year group context
Progress and attainment charts

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.

Areas of interest

The following sections draw attention to only those areas which are meaningful or where statistical testing shows there is something significant to note (where they are not, text will be displayed in grey).

Warning Performance data for 2022 should not be directly compared with 2019 and earlier. Nor should comparisons be made between schools. This is because schools may have been affected differently by COVID-19.

Historic performance data from 2019 and earlier indicates the school context prior to the pandemic. For 2022, the IDSR quintiles have been removed.

Guidance

There is additional guidance which provides the criteria used to determine the sentences. You can also access the full list of possible sentences in the sentence masterlist and there are tables that provide supporting data, such as quintile boundaries.

Reading

Attainment at key stage 1 - 2022

Key stage 1 attainment of the expected standard in reading (92%) and greater depth in reading (28%) was significantly above national and in the highest 20% in 2022.

Attainment at key stage 1 – 2019 to 2017 (not directly comparable to 2022)

Key stage 1 attainment of the expected standard in reading (97%) was significantly above national and in the highest 20% in 2019, as well as in 2018 and 2017.
There is nothing to highlight for attainment of greater depth in reading in 2019.

Attainment in phonics - 2022

The proportion of pupils meeting the phonics expected standard (32+) in Year 1 (92%) was significantly above national and in the highest 20% of all schools in 2022. There were 3 pupil(s) that were screened in Year 2 in 2022; 3 of those met the expected standard.

Attainment in phonics – 2019 to 2017 (not directly comparable to 2022)

The proportion of pupils meeting the phonics expected standard (32+) in Year 1 (94%) was significantly above national and in the highest 20% of all schools in 2019. There were 13 pupil(s) that were screened in Year 2 in 2019; 12 of those met the expected standard.

Guidance

Sentences for 2022 will be triggered if attainment for all pupils is in the highest or lowest quintile and, where possible, the data is significantly different to the national score. They will identify consistently high or low performance for 2022 only. Small cohorts of 10 or fewer in the latest year will not have a sentence triggered.

Sentences for 2019 to 2017 will be triggered if attainment for all pupils is in the highest or lowest quintile and, where possible, the data is significantly different to the national score. They will identify consistently high or low performance for up to 3 years. Small cohorts of 10 or fewer in the latest year will not have a sentence triggered.

For some schools a sentence will appear if the school had missing results in their provisional data.

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.

Writing

Attainment at key stage 1 - 2022

Key stage 1 attainment of the expected standard in writing (88%) was significantly above national and in the highest 20% in 2022. There is nothing to highlight for attainment of greater depth in writing in 2022.

Attainment at key stage 1 – 2019 to 2017 (not directly comparable to 2022)

Key stage 1 attainment of the expected standard in writing (93%) and greater depth in writing (25%) was significantly above national and in the highest 20% in 2019, as well as in 2018 and 2017.

Guidance

Mathematics

Attainment at key stage 1 - 2022

Key stage 1 attainment of the expected standard in mathematics (97%) and greater depth in mathematics (32%) was significantly above national and in the highest 20% in 2022.

Attainment at key stage 1 – 2019 to 2017 (not directly comparable to 2022)

There is nothing to highlight for key stage 1 attainment of the expected standard and greater depth in mathematics in 2019.

Guidance

Absence

Summer 2021 and autumn 2020 absence

This data relates to absences during the coronavirus (COVID-19) pandemic and should not be compared directly to previous years. There were 523 sessions missed by pupils not attending in circumstances related to coronavirus (COVID-19) in summer 2021 - these did not count as absence within the data. There were 209 sessions missed by pupils not attending in circumstances related to coronavirus (COVID-19) in autumn 2020 - these did not count as absence within the data.

Overall absence in summer 2021 (2.3%) was in the lowest 20% of all schools. There is nothing significant or exceptional to highlight for overall absence in autumn 2020 when compared with all schools.
The rate of overall absence (2.3%) in summer 2021 was in the lowest 20% of schools with a similar level of deprivation. The rate of overall absence (4.4%) in autumn 2020 was in the highest 20% of schools with a similar level of deprivation.
There is nothing significant or exceptional to highlight for persistent absence in summer 2021 or autumn 2020 when compared with all schools, therefore no conclusions can be drawn from this data.
There is nothing significant or exceptional to highlight for persistent absence compared to schools with a similar level of deprivation in summer 2021, therefore no conclusions can be drawn from this data. The rate of persistent absence (11.3%) in autumn 2020 was in the highest 20% of schools with a similar level of deprivation.

Guidance

Summer 2021 and autumn 2020 absence data is based on the Department for Education census collection. This is different to the daily attendance collection that schools have submitted throughout the pandemic, which is not used in the IDSR. If a pupil tested positive for COVID-19 then this absence is treated as an illness and included within the data. However other COVID-19 related absences, such as pupils being sent home to isolate, did not count as absences within the data.

There is additional guidance which provides more information about the absence data.

Absence for 2018/19 and earlier

Overall absence (2.8%) was in the lowest 20% of all schools in 2018/19 as well as in 2017/18 and 2016/17.
Persistent absence (1.6%) was in the lowest 20% of all schools in 2018/19.
The rate of persistent absence (1.6%) in 2018/19 was in the lowest 20% of schools with a similar level of deprivation. There is nothing significant or exceptional to highlight for overall absence compared to schools with a similar level of deprivation in 2018/19, therefore no conclusions can be drawn from this data.

Guidance

Absence data is based on 3 terms for 2018/19, 2017/18 and 2016/17. Sentences 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.

Suspensions & permanent exclusions

Whole school

For the whole school, there is nothing significant or exceptional to highlight for total suspensions compared to all schools in 2020/21, therefore no conclusions can be drawn from this data.
For the whole school, there is nothing significant or exceptional to highlight for repeat suspensions compared to all schools in 2020/21, therefore no conclusions can be drawn from this data.
Across the whole school, there were no suspensions in 2020/21.
There were no permanent exclusions in the whole school in 2020/21. The national average for this year was close to zero. There were no permanent exclusions in the previous two years either.

Guidance

Suspensions were previously referred to as fixed term exclusions. ‘Total’ relates to the number of pupils who had 1 or more suspensions during the academic year. ‘Repeat’ relates to the number of pupils who had 2 or more suspensions.

The suspensions and permanent exclusions data is one year behind and therefore may not relate to the same cohort as other IDSR data.

The whole school measure includes all year groups in the school.

Due to the distribution of the data, primary schools will not get an IDACI comparison in this section.

The Department for Education provides the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

There is no cohort threshold applied to the reason sentences in this section.

Pupil groups

Key stage 1

No sentences about key stage 1 performance data have been generated for pupil groups.

Absence

Overall absence in autumn 2020 for pupils whose first language was not English (7.9%) was in the highest 20% of all schools.
Overall absence in autumn 2020 for pupils with special educational needs (9.9%) was in the highest 20% of all schools.

Guidance

Sentences related to the performance of pupil groups will only appear for the pupil groups disadvantaged and low/middle/high prior attainers*. Absence sentences are generated for FSM, SEND and EAL. They will be displayed where the group differs to that of the whole school. Exclusions and phonics pupil groups will not appear in this section.

If performance does not differ from that of the school, no sentences will appear, unless the pupil group had trend information that the overall school did not.

In 2022 it was not possible to calculate prior attainment groups for KS1 pupils due to this cohort not having EYFS data due to COVID.

The disadvantaged group for 2022 has not been calculated due to the lag in receiving CLA data. This group will be added in a subsequent release.

There is additional guidance which provides the criteria used to determine the sentences.

School and local context

School characteristics

	2020	2021	2022

School number on roll	Below average 182	Below average 176	Below average 180

School % FSM	Well below average 7	Well below average 5	Well below average 6

School % SEND support	Below average 9	Well below average 7	Well below average 8

School % EHC plan	Below average 1.1	Below average 1.1	Close to average 1.7

School % EAL	Above average 13	Above average 14	Close to average 11

School % stability	Well above average 93	Well above average 91	N/A -

Guidance

The chart shows school-level information for 2020, 2021 and 2022.

Blue boxes will indicate if a figure is in the highest 20% compared to all schools. Orange boxes will indicate if a figure is in lowest 20% compared to all schools. If the text says ‘Above average’ this means the figure puts the school in the 21%-40% of schools category. If it says ‘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).

The data is based on three January census returns from The Department for Education.

There is additional guidance about this section.

Trust/LA level information

As at October 2022:

this school is part of Palladian Academy Trust which contains 10 primary schools, 1 secondary school, no special schools and no pupil referral units.
the latest overall effectiveness grade for this school is good. As at 1 Oct 2022, the MAT grade profile (which may include grades for schools prior to joining the MAT) was:
- outstanding - 2
- good - 7
- requires improvement - 1
- inadequate - 1
- not yet inspected - 0

Guidance

This section provides information about the trust or local authority that the school is part of. It is important to note that the latest inspection grades may include grades of the school before joining the trust.

The latest overall effectiveness grade for the school is that of the latest full section 5 inspection.

The information in this section comes from Ofsted sources (overall effectiveness) and the Department for Education Get Information About Schools data source.

There is additional guidance about this section.

Staff absence

During 2020/21:

There is no data for teachers with at least one period of sickness absence in 2020/21 for this school. There is no data for teachers with at least one period of sickness absence in 2018/19 for this school.
There is nothing to highlight for days lost to teacher absence (5 days) in 2020/21.

To reduce burden during the pandemic, schools were not required to provide information on teacher absences for 2019/20.

Guidance

Sickness absence data collected in the November 2021 census relating to the 2020/21 year is 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 in some cases, 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.

For the percent of teachers with at least one period of sickness absence measure the IDSR displays data for the latest year and also 2018/19 (pre COVID-19) to help inspectors assess the impact the pandemic had on the school workforce.

To reduce burden during the pandemic, schools were not required to provide information on teacher absences for 2019/20.

Data on school workforce attendance during the pandemic has been collected via the Department for Education education settings survey. There is additional guidance about this section.

Staff retention

At the time of the November 2021 census, there were no full-time vacant teacher posts in the school.
There is nothing to highlight for staff turnover in 2020/21.

Guidance

Information on staff turnover as at the 2020 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.

It is worth noting that turnover and leavers at a school level can be very volatile year to year. Further, when looking at rates of leavers and turnover it is important to be conscious of school size as this has a big impact on rates, particularly for small schools.

The Department for Education published school workforce information provides data for the vacant post measures as at November 2021.

The Department for Education also supplies the staff turnover source data.

There is additional guidance about this section.

Local area and school links

The school location deprivation indicator was in quintile 2 (less deprived) of all schools.
The pupil base is in quintile 1 (least deprived) of all schools in terms of deprivation.

Guidance

The local area section provides information about the level of deprivation in the local area in which the school resides, together with an aggregated pupil-derived deprivation indicator. Each deprivation indicator is based on the English indices of deprivation from 2019.

The Department for Education January 2022 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.

This section also provides information about other schools and alternative provision providers that pupils in this school were dual registered at according to the January 2022 census. The number of pupils at the school is shown in brackets.

There is additional guidance about this section.

Finance

In 2020/21, the academy trust had a revenue reserve of £2,397,000.
In 2020/21, this school had a negative in-year balance (-£30,218).
In 2020/21, this school had a per pupil spend of £5,449.
In 2020/21, this school received £903,000 in grant funding, £669,868 less than the national average.

Guidance

For academies within MATs, central trust income and expenditure is also considered.

The source for the school finance information is the data underpinning the Department of Education’s school financial benchmarking tool. The data was captured on the 28 April 2022.

There is additional guidance about this section.

Ethnicity whole school

This school has 8 out of 17 possible ethnic groups. Those with 5% or more are:

69%: White - British
12%: White - Any other White background
6%: Mixed - White and Asian
5%: Any other ethnic group

Guidance

Ethnicity information comes from the January 2022 school census. The groups ‘Any other ethnic group’, ‘Parent/pupil preferred not to say’ and ‘Ethnicity not known’ are not included in the count of the total number of groups but may be listed in the top 5 largest groups.

The whole school measure includes all year groups in the school.

There is additional guidance about this section.

Year group context

Characteristics

	Number on roll	% FSM	% EAL

Year 1	60	5	7
Year 2	60	3	17

Guidance

The chart shows school-level year group characteristics for the following measures:

number on roll
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 (Reception to Year 11)
the percentage of pupils who speak English as an additional language

Shading on the chart indicates when the year group was different to other year groups in the school.

Blue boxes will indicate if a figure was above other year groups. Orange boxes will indicate when a figure was below other year groups.

Year groups are compared to others according to phase e.g. Year 1 would be compared to Years 2, 3, 4, 5, 6 for an all through school but not to Years 7, 8, 9, 10, 11. Years 12 and 13 have no box highlighting.

The Department for Education January 2022 census provides data for this table.

There is additional guidance about this section.

Prior attainment

There is no data in this section for this school or it was incomplete.

Guidance

The prior attainment table presents how pupils in school performed at the previous key stage in relation to their year group.

We have based prior attainment on the following factors:

for Years 1, 2, 3 and 4 we have not been able to calculate prior attainment due to the data file not being available
for Years 5 and 6 we have based this on the percentage who achieved at least the expected standard at key stage 1
for Years 7 and 8 there is no prior attainment data due to COVID-19
for Years 9, 10 and 11 we have based this on those achieving the expected standard at key stage 2

Blue boxes will indicate if a figure was at least 1 standard deviation above the national. Orange boxes will indicate if a 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 2022 census provides data for this table (Years 1-6).

The Department for Education January 2022 census provides data for this table (Years 7-11).

There is additional guidance about this section.

SEND characteristics

Type of resourced provision: No resourced provision
Number of pupils with SEND who are also disadvantaged: 2

SEND primary need	SEND support (13)
SEND primary need	Y1	Y2	Total
Moderate Learning Difficulty	5	6	11
Social, Emotional and Mental Health	0	1	1
Other Difficulty/Disability	0	1	1
Year group totals	5	8	13

SEND primary need	EHC Plan (2)
SEND primary need	Y1	Y2	Total
Moderate Learning Difficulty	0	2	2
Year group totals	0	2	2

Guidance

The tables display the number of pupils in the school who have a SEND need and what the need category is. Separate tables for pupils who have 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 2022 census provides data for this table.

There is additional guidance about this section.

Progress and attainment charts

Reading, writing and mathematics - 2022

		KS2 Progress	KS2 Attainment	KS1 Attainment	Phonics Attainment
Reading	2022	N/A	N/A	Sig above national (60 pupils)	Sig above national (59 pupils)
Writing	2022	N/A	N/A	Sig above national (60 pupils)	N/A
Mathematics	2022	N/A	N/A	Sig above national (60 pupils)	N/A

Reading, writing and mathematics three-year trend – 2019 to 2017 (not directly comparable to 2022)


	Significantly above national		Significantly below national	⭡	Markedly higher than the previous year (progress only)
	Not significant	X	Small cohort	⭣	Markedly lower than previous year (progress only)
Q1	Highest quintile	( )	Cohort
Q5	Lowest quintile

Reading, Writing and Mathematics trend

Table


Measure	Subject	Year	Cohort	Quintile	Significance
KS1 Attainment	Reading	2017	60	1	Significantly above
KS1 Attainment	Reading	2018	60	1	Significantly above
KS1 Attainment	Reading	2019	60	1	Significantly above
KS1 Attainment	Writing	2017	60	1	Significantly above
KS1 Attainment	Writing	2018	60	1	Significantly above
KS1 Attainment	Writing	2019	60	1	Significantly above
KS1 Attainment	Mathematics	2017	60	1	Significantly above
KS1 Attainment	Mathematics	2018	60	1	Significantly above
KS1 Attainment	Mathematics	2019	60	1	Not significant
Phonics Attainment	Reading	2017	60	4	Not significant
Phonics Attainment	Reading	2018	58	4	Not significant
Phonics Attainment	Reading	2019	62	1	Significantly above

Guidance

This section shows the relative performance of the school on reading, writing and mathematics measures for 2022 and 2019 to 2017 in separate sections.

KS1 and KS2 attainment measures relate to those reaching the expected standard.

For 2022 no quintiles are displayed. Orange boxes will indicate when a figure was, statistically, significantly below the national average. Blue boxes will indicate when a figure was, statistically, significantly above the national average.

For 2019 to 2017 it indicates the quintile position, where each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average. The arrows indicate an increase or decrease in progress score. These align with the progress trend sentences.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance about this chart.

Widcombe Infant School

Contents

Areas of interest

Reading

Attainment at key stage 1 - 2022

Attainment in phonics - 2022

Writing

Attainment at key stage 1 - 2022

Mathematics

Attainment at key stage 1 - 2022

Absence

Summer 2021 and autumn 2020 absence

Absence for 2018/19 and earlier

Suspensions & permanent exclusions

Whole school

Pupil groups

Key stage 1

Absence

School and local context

School characteristics

Trust/LA level information

Staff absence

Staff retention

Local area and school links

Finance

Ethnicity whole school

Year group context

Characteristics

Prior attainment

SEND characteristics

Progress and attainment charts

Reading, writing and mathematics - 2022