Littletown Primary Academy
Honiton Bottom Road, Honiton, EX14 2EG
Release information: Provisional 2022 Phonics, Provisional 2022 KS1, Provisional 2022 KS2
Release date: 19 October 2022
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URN
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137732
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LAESTAB
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8782049
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Local authority
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Devon
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Phase of education
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Primary
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Type of education
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Academy Converter
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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. 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
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)
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There is nothing to highlight for key stage 2 progress in reading 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 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. Sometimes sentences will appear where we have identified that 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)
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There is nothing to highlight for key stage 2 attainment of the expected standard (100+) and high standard (110+) in reading in 2019.
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There is nothing to highlight for the key stage 2 three-year average reading 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 and greater depth in reading in 2022.
Attainment at key stage 1 – 2019 to 2017 (not directly comparable to 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 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. There were 8 pupil(s) that were screened in Year 2 in 2022; 2 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.
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There were 6 pupil(s) that were screened in Year 2 in 2019; 2 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.
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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 (-3.4) was significantly below national and in the lowest 20% in 2019.
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Writing progress declined 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 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. Sometimes sentences will appear where we have identified that 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)
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There is nothing to highlight for key stage 2 attainment of the expected standard in writing in 2019.
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Key stage 2 attainment of greater depth in writing (9%) was significantly below national and in the lowest 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 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 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.
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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)
-
There is nothing to highlight for key stage 2 progress in mathematics 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 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. Sometimes sentences will appear where we have identified that 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)
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There is nothing to highlight for key stage 2 attainment of the expected standard (100+) and high standard (110+) in mathematics in 2019.
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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 and greater depth in mathematics 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 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.
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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There is nothing to highlight for the key stage 2 English grammar, punctuation and spelling test achievement of the expected standard (100+) and high standard (110+) in 2022.
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There is nothing to highlight for key stage 2 attainment of the expected standard in science in 2022.
Attainment at key stage 2 – 2019 to 2017 (not directly comparable to 2022)
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There is nothing to highlight for reading, writing and mathematics achieving the key stage 2 expected standard in 2019.
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Key stage 2 attainment of the high standard (110+) in reading, writing and mathematics (2%) was significantly below national and in the lowest 20% in 2019.
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There is nothing to highlight for the key stage 2 English grammar, punctuation and spelling test achievement of the expected standard (100+) in 2019.
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Key stage 2 attainment of the high standard (110+) in the English grammar, punctuation and spelling test (20%) was significantly below national and in the lowest 20% in 2019.
-
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 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.
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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 1,594 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 1,369 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.
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Overall absence in summer 2021 (2.4%) 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.
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The rate of overall absence (2.4%) in summer 2021 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 autumn 2020, therefore no conclusions can be drawn from this data.
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Persistent absence in summer 2021 (4.7%) was in the lowest 20% of all schools. There is nothing significant or exceptional to highlight for persistent absence in autumn 2020 when compared with all schools.
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The rate of persistent absence (4.7%) in summer 2021 was in the lowest 20% of schools with a similar level of deprivation. There is nothing significant or exceptional to highlight for persistent absence compared to schools with a similar level of deprivation in autumn 2020, therefore no conclusions can be drawn from this data.
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
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There is nothing significant or exceptional to highlight for overall absence in 2019, therefore no conclusions can be drawn from this data.
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There is nothing significant or exceptional to highlight for persistent absence in 2019, therefore no conclusions can be drawn from this data.
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There is nothing significant or exceptional to highlight for overall absence and persistent 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.
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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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The 1 pupil in the whole school with a suspension in 2020/21 was suspended once.
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The 1 suspension in the whole school in 2020/21 was 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
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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 in autumn 2020 for pupils whose first language was not English (1.0%) was in the lowest 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.
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School and local context
School characteristics
|
2020 |
2021 |
2022 |
|
| School number on roll |
Well above average
460 |
Well above average
446 |
Well above average
430 |
| |
| School % FSM |
Below average
13 |
Below average
12 |
Below average
15 |
| |
| School % SEND support |
Well above average
18 |
Above average
15 |
Close to average
12 |
| |
| School % EHC plan |
Above average
2 |
Above average
2.7 |
Close to average
2.1 |
| |
| School % EAL |
Below average
3 |
Below average
3 |
Below average
3 |
| |
| School % stability |
Above average
85 |
Above average
85 |
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.
As at October 2022:
-
this school is an academy but is not part of a MAT.
-
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. 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:
-
21% of teachers had at least one period of sickness absence. This was significantly below national. There is nothing to highlight for % teachers with at least one period of sickness absence (60%) in 2018/19.
-
There is nothing to highlight for days lost to teacher absence (3 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
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At the time of the November 2021 census, there was 1 full-time vacant teacher post in the school.
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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 3 (average) of all schools.
-
The pupil base is in quintile 3 (average deprivation) 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
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In 2020/21, the academy trust had a revenue reserve of £374,000.
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In 2020/21, this school had a positive in-year balance (£131,000).
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In 2020/21, this school had a per pupil spend of £4,713.
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In 2020/21, this school received £2,097,000 in grant funding, £524,132 more than the national average.
Ethnicity whole school
This school has 6 out of 17 possible ethnic groups. Those with 5% or more are:
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 |
59 |
8 |
0 |
| Year 2 |
54 |
15 |
6 |
| Year 3 |
51 |
16 |
2 |
| Year 4 |
59 |
14 |
3 |
| Year 5 |
58 |
21 |
3 |
| Year 6 |
64 |
17 |
2 |
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
|
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 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: 18
| SEND primary need |
SEND support (50)
|
| Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Total |
| Specific Learning Difficulty |
0 |
2 |
0 |
7 |
3 |
8 |
20 |
| Moderate Learning Difficulty |
1 |
1 |
0 |
4 |
1 |
1 |
8 |
| Social, Emotional and Mental Health |
0 |
1 |
2 |
2 |
2 |
1 |
8 |
| Speech, Language and Communication Needs |
2 |
0 |
2 |
3 |
2 |
1 |
10 |
| Physical Disability |
0 |
1 |
0 |
1 |
0 |
2 |
4 |
| Year group totals |
3 |
5 |
4 |
17 |
8 |
13 |
50 |
| SEND primary need |
EHC Plan (9)
|
| Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Total |
| Specific Learning Difficulty |
0 |
1 |
0 |
0 |
0 |
1 |
2 |
| Moderate Learning Difficulty |
1 |
1 |
0 |
0 |
0 |
2 |
4 |
| Social, Emotional and Mental Health |
0 |
0 |
1 |
0 |
0 |
0 |
1 |
| Speech, Language and Communication Needs |
0 |
0 |
0 |
0 |
1 |
0 |
1 |
| Other Difficulty/Disability |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
| Year group totals |
1 |
2 |
1 |
1 |
1 |
3 |
9 |
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.
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Progress and attainment charts
Reading, writing and mathematics - 2022
|
|
KS2 Progress |
KS2 Attainment |
KS1 Attainment |
Phonics Attainment |
| Reading |
2022 |
In line with national
(61 pupils)
|
In line with national
(64 pupils)
|
In line with national
(54 pupils)
|
In line with national
(58 pupils)
|
| Writing |
2022 |
In line with national
(62 pupils)
|
In line with national
(64 pupils)
|
In line with national
(54 pupils)
|
|
| Mathematics |
2022 |
In line with national
(61 pupils)
|
In line with national
(64 pupils)
|
In line with national
(54 pupils)
|
|
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
|
53
|
4
|
Not significant
|
|
|
KS2 Progress
|
Reading
|
2018
|
59
|
4
|
Not significant
|
|
|
KS2 Progress
|
Reading
|
2019
|
55
|
4
|
Significantly below
|
|
|
KS2 Progress
|
Writing
|
2017
|
53
|
4
|
Not significant
|
|
|
KS2 Progress
|
Writing
|
2018
|
59
|
3
|
Not significant
|
|
|
KS2 Progress
|
Writing
|
2019
|
55
|
5
|
Significantly below
|
Below previous year
|
|
KS2 Progress
|
Mathematics
|
2017
|
53
|
4
|
Not significant
|
|
|
KS2 Progress
|
Mathematics
|
2018
|
59
|
4
|
Not significant
|
|
|
KS2 Progress
|
Mathematics
|
2019
|
55
|
4
|
Significantly below
|
|
|
KS2 Attainment
|
Reading
|
2017
|
56
|
4
|
Not significant
|
|
|
KS2 Attainment
|
Reading
|
2018
|
59
|
5
|
Significantly below
|
|
|
KS2 Attainment
|
Reading
|
2019
|
55
|
3
|
Not significant
|
|
|
KS2 Attainment
|
Writing
|
2017
|
56
|
4
|
Not significant
|
|
|
KS2 Attainment
|
Writing
|
2018
|
59
|
4
|
Not significant
|
|
|
KS2 Attainment
|
Writing
|
2019
|
55
|
3
|
Not significant
|
|
|
KS2 Attainment
|
Mathematics
|
2017
|
56
|
4
|
Not significant
|
|
|
KS2 Attainment
|
Mathematics
|
2018
|
59
|
5
|
Significantly below
|
|
|
KS2 Attainment
|
Mathematics
|
2019
|
55
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Reading
|
2017
|
60
|
5
|
Significantly below
|
|
|
KS1 Attainment
|
Reading
|
2018
|
60
|
4
|
Not significant
|
|
|
KS1 Attainment
|
Reading
|
2019
|
60
|
4
|
Not significant
|
|
|
KS1 Attainment
|
Writing
|
2017
|
60
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Writing
|
2018
|
60
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Writing
|
2019
|
60
|
3
|
Not significant
|
|
|
KS1 Attainment
|
Mathematics
|
2017
|
60
|
5
|
Significantly below
|
|
|
KS1 Attainment
|
Mathematics
|
2018
|
60
|
4
|
Not significant
|
|
|
KS1 Attainment
|
Mathematics
|
2019
|
60
|
2
|
Not significant
|
|
|
Phonics Attainment
|
Reading
|
2017
|
59
|
4
|
Not significant
|
|
|
Phonics Attainment
|
Reading
|
2018
|
60
|
2
|
Not significant
|
|
|
Phonics Attainment
|
Reading
|
2019
|
61
|
3
|
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 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.
Other attainment measures - 2022
|
KS2 EGPS |
KS2 combined RWM |
| 2022 |
In line with national
(64 pupils)
|
In line with national
(64 pupils)
|
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
|
56
|
4
|
Not significant
|
|
KS2 EGPS
|
2018
|
59
|
5
|
Significantly below
|
|
KS2 EGPS
|
2019
|
55
|
3
|
Not significant
|
|
KS2 combined RWM
|
2017
|
56
|
4
|
Not significant
|
|
KS2 combined RWM
|
2018
|
59
|
4
|
Not significant
|
|
KS2 combined RWM
|
2019
|
55
|
3
|
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 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 Department for Education supplies the source pupil level data for this section.
There is additional guidance about this chart.
