The Spalding Monkshouse Primary School
Pennygate, Spalding, PE11 1LG
Release information: Final 2022 Phonics, Final 2022 KS1, Final 2022 KS2
Release date: 7 June 2023
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URN
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120425
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LAESTAB
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9252114
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Local authority
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Lincolnshire
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Phase of education
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Primary
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Type of education
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Community School
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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.
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
Progress at key stage 2 - 2022
-
There is nothing to highlight for key stage 2 progress in reading in 2022.
Progress at key stage 2 – 2019 to 2017 (not directly comparable to 2022)
-
Key stage 2 progress in reading (3.4) was significantly above national and in the highest 20% in 2019, as well as in 2018 and 2017.
Guidance
Sentences for 2022 will be triggered if the progress score for all pupils is in the highest or lowest quintile and the score is statistically significantly different to the national score. They will identify consistently high or low performance for 2022 only.
Sentences for 2019 to 2017 will be triggered if the progress score for all pupils is in the highest or lowest quintile and the score 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. Sentences will appear if progress has improved or declined from one year to the next, as also shown in the progress three-year trend chart.
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.
Attainment at key stage 2 - 2022
-
There is nothing to highlight for key stage 2 attainment of the expected standard (100+) and high standard (110+) in reading in 2022.
Attainment at key stage 2 – 2019 to 2017 (not directly comparable to 2022)
-
Key stage 2 attainment of the expected standard (100+) in reading (90%) was significantly above national and in the highest 20% in 2019. Key stage 2 attainment of the high standard (110+) in reading (43%) was significantly above national and in the highest 20% in 2019, as well as in 2018. Of the 42 pupils, 4 did not meet the expected standard.
-
The key stage 2 three-year average reading attainment score (108.2) was in the highest 20% in 2019.
Attainment at key stage 1 - 2022
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There is nothing to highlight for key stage 1 attainment of the expected standard and greater depth in reading 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 reading in 2019.
Attainment in phonics - 2022
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There is nothing to highlight for pupils meeting the phonics expected standard (32+) in Year 1 in 2022. Of the 59 pupils, 8 did not meet the expected standard. There were 8 pupil(s) that were screened in Year 2 in 2022; 0 of those met the expected standard.
Attainment in phonics – 2019 to 2017 (not directly comparable to 2022)
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There is nothing to highlight for pupils meeting the phonics expected standard (32+) in Year 1 in 2019.
-
There were 11 pupil(s) that were screened in Year 2 in 2019; 7 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 statistically 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 statistically 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.
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Writing
Progress at key stage 2 - 2022
-
There is nothing to highlight for key stage 2 progress in writing in 2022.
Progress at key stage 2 – 2019 to 2017 (not directly comparable to 2022)
-
Key stage 2 progress in writing (2.3) was significantly above national and in the highest 20% in 2019.
-
Writing progress improved between 2018 and 2019.
Guidance
Sentences for 2022 will be triggered if the progress score for all pupils is in the highest or lowest quintile and the score is statistically significantly different to the national score. They will identify consistently high or low performance for 2022 only.
Sentences for 2019 to 2017 will be triggered if the progress score for all pupils is in the highest or lowest quintile and the score is statistically 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. Sentences will appear if progress has improved or declined from one year to the next, as also shown in the progress three-year trend chart.
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.
Attainment at key stage 2 - 2022
-
There is nothing to highlight for key stage 2 attainment of the expected standard and greater depth in writing in 2022.
Attainment at key stage 2 – 2019 to 2017 (not directly comparable to 2022)
-
There is nothing to highlight for key stage 2 attainment of the expected standard in writing in 2019.
-
Key stage 2 attainment of greater depth in writing (40%) was significantly above national and in the highest 20% in 2019.
Attainment at key stage 1 - 2022
-
There is nothing to highlight for key stage 1 attainment of the expected standard and greater depth in writing 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 writing in 2019.
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 statistically 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 statistically 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.
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Mathematics
Progress at key stage 2 - 2022
-
There is nothing to highlight for key stage 2 progress in mathematics in 2022.
Progress at key stage 2 – 2019 to 2017 (not directly comparable to 2022)
-
Key stage 2 progress in mathematics (2.0) was significantly above national and in the highest 20% in 2019.
Guidance
Sentences for 2022 will be triggered if the progress score for all pupils is in the highest or lowest quintile and the score is statistically significantly different to the national score. They will identify consistently high or low performance for 2022 only.
Sentences for 2019 to 2017 will be triggered if the progress score for all pupils is in the highest or lowest quintile and the score is statistically 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. Sentences will appear if progress has improved or declined from one year to the next, as also shown in the progress three-year trend chart.
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.
Attainment at key stage 2 - 2022
-
There is nothing to highlight for key stage 2 attainment of the expected standard (100+) and high standard (110+) in mathematics in 2022.
Attainment at key stage 2 – 2019 to 2017 (not directly comparable to 2022)
-
Key stage 2 attainment of the expected standard (100+) in mathematics (93%) and the high standard (110+) in mathematics (50%) was significantly above national and in the highest 20% in 2019. Of the 42 pupils, 3 did not meet the expected standard, with an average scaled score of 86.
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There is nothing to highlight for the key stage 2 three-year average mathematics attainment score in 2019.
Attainment at key stage 1 - 2022
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There is nothing to highlight for key stage 1 attainment of the expected standard in mathematics in 2022. Attainment of greater depth in mathematics (27%) 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
Sentences for 2022 will be triggered if attainment for all pupils is in the highest or lowest quintile and, where possible, the data is statistically 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 statistically 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.
Other attainment measures
Attainment at key stage 2 - 2022
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There is nothing to highlight for reading, writing and mathematics achieving the key stage 2 expected standard and high standard in 2022.
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Key stage 2 attainment of the expected standard (100+) in the English grammar, punctuation and spelling test (87%) and the high standard (110+) in the English grammar, punctuation and spelling test (40%) was significantly above national and in the highest 20% in 2022.
-
There is nothing to highlight for key stage 2 attainment of the expected standard in science in 2022.
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There is nothing to highlight for the average multiplication tables check score in 2022.
Attainment at key stage 2 – 2019 to 2017 (not directly comparable to 2022)
-
There is nothing to highlight for reading, writing and mathematics achieving the key stage 2 expected standard and high standard in 2019.
-
There is nothing to highlight for the key stage 2 English grammar, punctuation and spelling test achievement of the expected standard (100+) in 2019.
-
Key stage 2 attainment of the high standard (110+) in the English grammar, punctuation and spelling test (60%) was significantly above national and in the highest 20% in 2019, as well as in 2018.
-
There is nothing to highlight for key stage 2 attainment of the expected standard in science in 2019.
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 statistically 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 statistically 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.
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Absence
Absence for 2021/22
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There is nothing to highlight for overall absence in 2021/22 compared to all schools. The rate of overall absence (7.1%) in 2021/22 was in the highest 20% of schools with a similar level of deprivation.
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Persistent absence (24.3%) was in the highest 20% of all schools in 2021/22. It was also in the highest 20% of schools with a similar level of deprivation.
Absence for summer 2021 and earlier
Summer 2021 and autumn 2020 absence
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There is nothing to highlight for overall absence in summer 2021.
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There is nothing to highlight for overall absence in autumn 2020.
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There is nothing to highlight for persistent absence in summer 2021.
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There is nothing to highlight for persistent absence in autumn 2020.
Absence for 2018/19 and earlier
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There is nothing to highlight for overall absence in 2018/19.
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There is nothing to highlight for persistent absence in 2018/19.
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).
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.
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.
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
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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.
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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.
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Of the 3 pupils in the whole school with at least one suspension in 2020/21, none were suspended on more than one occasion.
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Of the 3 total suspensions in the whole school in 2020/21, all were for persistent disruptive behaviour.
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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 2
-
No sentences about key stage 2 performance data have been generated for pupil groups.
Key stage 1
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No sentences about key stage 1 performance data have been generated for pupil groups.
Absence
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Overall absence for pupils whose first language was not English (7.9%) was in the highest 20% of all schools in 2021/22.
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, 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 sentences will appear.
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-19.
In 2022 it was not possible to calculate pupil group measures for KS5 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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School and local context
School characteristics
|
2020 |
2021 |
2022 |
|
| School number on roll |
Well above average
443 |
Well above average
460 |
Well above average
457 |
| |
| School % FSM |
Below average
12 |
Below average
15 |
Below average
15 |
| |
| School % SEND support |
Close to average
12 |
Close to average
11 |
Below average
11 |
| |
| School % EHC plan |
Below average
0.9 |
Close to average
1.5 |
Below average
1.5 |
| |
| School % EAL |
Well above average
47 |
Well above average
44 |
Well above average
44 |
| |
| School % stability |
Below average
78 |
Below average
78 |
Close to average
83 |
Guidance
The chart shows school level information for 2020, 2021 and 2022.
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 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).
The data is based on three January census returns from the Department for Education.
There is additional guidance about this section.
As of May 2023:
-
this school is maintained by Lincolnshire local authority which maintains 162 primary schools, 2 secondary schools, 5 special schools, no alternative providers, no pupil referral units and 5 nursery schools.
-
the latest overall effectiveness grade for this school is good.
Guidance
This section provides information about the trust or local authority that the school is part of. The most recent inspection outcome (graded or ungraded) summary is based on the latest URN and is presented for trusts only.
The latest overall effectiveness grade for the school is 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:
-
67% of teachers had at least one period of sickness absence. This was significantly above national. In 2018/19, 77% of teachers had at least one period of sickness absence. This was significantly above national.
-
There is nothing to highlight for days lost to teacher absence (4 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 for 2020/21 was collected in the November 2021 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.
Data for the percentage of teachers with at least one period of sickness absence is displayed for 2020/21 and 2018/19 (pre COVID-19). This is to help inspectors assess the impact the pandemic had on the school workforce.
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 2021 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 2021.
The Department for Education also supplies the staff turnover source data.
There is additional guidance about this section.
Finance
-
In 2021/22, the school had a revenue reserve of £380k.
-
In 2021/22, this school had a negative in-year balance (-£8.5k).
-
In 2021/22, this school had a per pupil spend of £4.9k.
-
In 2021/22, this school received £2.2m in grant funding, £670k more than the national average.
Guidance
For academies within MATs, central trust income and expenditure is also considered.
Academy trust revenue reserve covers operating cash and genuine free reserves.
Income and expenditure attributed to the central trust is apportioned to individual academies on a per pupil basis to provide a combined academy and trust figure for each academy. Trusts can pool their budget so apportioning might not be accurate.
The source for the school finance information is the data underpinning the Department for Education’s school financial benchmarking tool. The data was captured on the 28 April 2022.
There is additional guidance about this section.
Local area and school links
-
The school location deprivation indicator was in quintile 3 (average) of all schools.
-
The pupil base is in quintile 2 (less 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.
Ethnicity whole school
This school has 5 out of 17 possible ethnic groups. Those with 5% or more are:
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52%: White - British
-
42%: White - Any other White background
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 |
20 |
38 |
| Year 2 |
60 |
20 |
38 |
| Year 3 |
60 |
12 |
40 |
| Year 4 |
60 |
22 |
50 |
| Year 5 |
60 |
10 |
48 |
| Year 6 |
59 |
17 |
41 |
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 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 to 6 for an all through school but not to Years 7 to 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
|
Reading |
Writing |
Mathematics |
|
| Year 1 |
No data |
No data |
No data |
| Year 2 |
No data |
No data |
No data |
| Year 3 |
No data |
No data |
No data |
| Year 4 |
No data |
No data |
No data |
| Year 5 |
Close to national |
Close to national |
Close to national |
| Year 6 |
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 their year group.
Prior attainment is based on the following factors:
-
for Years 1, 2, 3 and 4 it was not possible to calculate prior attainment due to the data file not being available
-
for Years 5 and 6 prior attainment is based 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 prior attainment is based on those achieving the expected standard at key stage 2
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 2022 census provides data for this table.
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: 11
| SEND primary need |
SEND support (47)
|
| Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Total |
| Moderate Learning Difficulty |
4 |
3 |
6 |
6 |
10 |
4 |
33 |
| Social, Emotional and Mental Health |
1 |
1 |
0 |
0 |
0 |
3 |
5 |
| Speech, Language and Communication Needs |
0 |
0 |
1 |
1 |
1 |
1 |
4 |
| Physical Disability |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
| School Support NSA |
0 |
2 |
0 |
0 |
0 |
2 |
4 |
| Year group totals |
5 |
6 |
7 |
8 |
11 |
10 |
47 |
| SEND primary need |
EHC plan (7)
|
| Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Total |
| Specific Learning Difficulty |
0 |
1 |
0 |
1 |
1 |
0 |
3 |
| Profound & Multiple Learning Difficulty |
1 |
0 |
1 |
0 |
0 |
0 |
2 |
| Speech, Language and Communication Needs |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
| Autistic Spectrum Disorder |
0 |
0 |
1 |
0 |
0 |
0 |
1 |
| Year group totals |
1 |
1 |
2 |
1 |
1 |
1 |
7 |
Guidance
The tables display the number of pupils in the school with SEND 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.
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Progress and attainment charts
Reading, writing and mathematics - 2022
|
KS2 Progress |
KS2 Attainment |
KS1 Attainment |
Phonics Attainment |
| Reading |
| Significance |
In line with national
(59 pupils)
|
In line with national
(60 pupils)
|
In line with national
(60 pupils)
|
In line with national
(59 pupils)
|
| Highest/lowest 20% |
|
|
|
|
| Writing |
| Significance |
In line with national
(59 pupils)
|
In line with national
(60 pupils)
|
In line with national
(60 pupils)
|
|
| Highest/lowest 20% |
|
|
|
|
| Mathematics |
| Significance |
In line with national
(59 pupils)
|
In line with national
(60 pupils)
|
In line with national
(60 pupils)
|
|
| Highest/lowest 20% |
|
|
|
|
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 |
|
|
|
|
Table
|
KS2 Progress
|
Reading
|
2017
|
41
|
1
|
Significantly above
|
|
|
KS2 Progress
|
Reading
|
2018
|
42
|
1
|
Significantly above
|
|
|
KS2 Progress
|
Reading
|
2019
|
40
|
1
|
Significantly above
|
|
|
KS2 Progress
|
Writing
|
2017
|
41
|
2
|
Not significant
|
|
|
KS2 Progress
|
Writing
|
2018
|
42
|
4
|
Not significant
|
|
|
KS2 Progress
|
Writing
|
2019
|
40
|
1
|
Significantly above
|
Above previous year
|
|
KS2 Progress
|
Mathematics
|
2017
|
41
|
3
|
Not significant
|
|
|
KS2 Progress
|
Mathematics
|
2018
|
42
|
3
|
Not significant
|
|
|
KS2 Progress
|
Mathematics
|
2019
|
40
|
1
|
Significantly above
|
|
|
KS2 Attainment
|
Reading
|
2017
|
43
|
1
|
Significantly above
|
|
|
KS2 Attainment
|
Reading
|
2018
|
45
|
2
|
Not significant
|
|
|
KS2 Attainment
|
Reading
|
2019
|
42
|
1
|
Significantly above
|
|
|
KS2 Attainment
|
Writing
|
2017
|
43
|
1
|
Significantly above
|
|
|
KS2 Attainment
|
Writing
|
2018
|
45
|
4
|
Not significant
|
|
|
KS2 Attainment
|
Writing
|
2019
|
42
|
3
|
Not significant
|
|
|
KS2 Attainment
|
Mathematics
|
2017
|
43
|
2
|
Not significant
|
|
|
KS2 Attainment
|
Mathematics
|
2018
|
45
|
2
|
Not significant
|
|
|
KS2 Attainment
|
Mathematics
|
2019
|
42
|
1
|
Significantly above
|
|
|
KS1 Attainment
|
Reading
|
2017
|
57
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Reading
|
2018
|
60
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Reading
|
2019
|
59
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Writing
|
2017
|
57
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Writing
|
2018
|
60
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Writing
|
2019
|
59
|
4
|
Not significant
|
|
|
KS1 Attainment
|
Mathematics
|
2017
|
57
|
2
|
Not significant
|
|
|
KS1 Attainment
|
Mathematics
|
2018
|
60
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Mathematics
|
2019
|
59
|
2
|
Not significant
|
|
|
Phonics Attainment
|
Reading
|
2017
|
60
|
4
|
Not significant
|
|
|
Phonics Attainment
|
Reading
|
2018
|
60
|
4
|
Not significant
|
|
|
Phonics Attainment
|
Reading
|
2019
|
59
|
4
|
Not significant
|
|
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 there are two rows of boxes. The top row of boxes contain the significance. 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. The second row of boxes will display when a measure is in the highest 20% (blue box) or lowest 20% (orange box). When both boxes are shaded there should be an accompanying sentence in the areas of interest section of the IDSR.
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.
Other attainment measures - 2022
|
KS2 EGPS |
KS2 combined RWM |
| Significance |
Sig above national
(60 pupils)
|
In line with national
(60 pupils)
|
| Highest/lowest 20% |
|
|
Other attainment measures three-year trend – 2019 to 2017 (not directly comparable to 2022)
|
|
|
|
|
|
|
|
|
Significantly above national |
|
Significantly below national |
Q1 |
Highest quintile |
( ) |
Cohort |
|
Not significant |
X |
Small cohort |
Q5 |
Lowest quintile |
|
|
Table
|
KS2 EGPS
|
2017
|
43
|
2
|
Not significant
|
|
KS2 EGPS
|
2018
|
45
|
2
|
Not significant
|
|
KS2 EGPS
|
2019
|
42
|
1
|
Not significant
|
|
KS2 combined RWM
|
2017
|
43
|
1
|
Significantly above
|
|
KS2 combined RWM
|
2018
|
45
|
3
|
Not significant
|
|
KS2 combined RWM
|
2019
|
42
|
2
|
Not significant
|
Guidance
This section shows the relative performance of the school on other attainment measures for 2022 and 2019 to 2017 in separate sections.
Both KS2 EGPS and KS2 combined RWM relate to those reaching the expected standard.
For 2022 there are two rows of boxes. The top row of boxes contain the significance. 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. The second row of boxes will display when a measure is in the highest 20% (blue box) or lowest 20% (orange box). When both boxes are shaded there should be an accompanying sentence in the areas of interest section of the IDSR.
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 Department for Education supplies the source pupil level data for this section.
There is additional guidance about this chart.
