School inspection data summary report (IDSR) guide

Example sentence

For the whole school, there is nothing significant or exceptional to highlight for total suspensions compared to either all schools or schools with a similar level of deprivation in 2020/21, therefore no conclusions can be drawn from this data.

Example sentence

The subjects of the EBacc form a strong academic foundation for the key stage 4 curriculum. The EBacc entry rate in this school in 2022 was 53%. The subject that appears to be the greatest barrier to more pupils studying the EBacc is languages (51%).

Example sentence

The subjects of the EBacc form a strong academic foundation for the key stage 4 curriculum. The EBacc entry rate in this school in 2022 was 41%. The subject that appears to be the greatest barrier to more pupils studying the EBacc is languages (47%).

Example sentence

For the following EBacc subject(s), the average point score was in the highest 20% and the proportion of entries was at or above the national average: double science (4.9).

Example sentence

For the following subject(s) outside of the EBacc, the average point score was in the lowest 20% and the proportion of entries was at or above the national average: engineering (3.3).

Example sentence

Science value added (0.7) was significantly above national and in the highest 20% in 2022.

Example sentence

The percentage achieving grade 4+ in science (82%) was in the highest 20% in 2022.

Example sentence

The value-added score for qualifications of A level size and above was significantly above the national average in both 2018 and 2019 for the following subjects: mathematics.

Example sentence

Overall Progress 8 (0.8) was significantly above national and in the highest 20% in 2022.

Example sentence

Overall Progress 8 (0.8) was significantly above national and in the highest 20% in 2019 as well as in 2018 and 2017.

Example sentence

English Progress 8 has improved between 2018 and 2019.

Example sentence

The value added score for AS level was significantly below national and in the lowest 20% in both 2018 and 2019.

Example sentence

In 2019 the value- added score was significantly below national and in the lowest 10% in A level and applied general.

Example sentence

Overall Attainment 8 (37) was significantly below national and in the lowest 20% in 2022.

Example sentence

Overall Attainment 8 (37) was in the lowest 20% in 2019 as well as in 2018.

Example sentences

The average point score per entry in A level was significantly above national and in the highest 20% in 2022.

Example sentences

The percentage of students achieving at least AAB in 3 A levels (3%) was significantly below national and in the lowest 20% in 2022.

Example sentences

The completion and attainment score in technical certificate (L2) was in the highest 20% in both 2018 and 2019.

Example sentences

The average point score per entry in A level was in the highest 20% in both 2018 and 2019.

Example sentences

The average point score per entry in A level was in the lowest 10% in 2019.

Example sentences

The completion and attainment score in technical certificate (L2) was in the highest 20% in both 2018 and 2019.

Example sentences

Key stage 2 progress in reading (-5.1) was significantly below national and in the lowest 20% in 2022.

Example sentences

Key stage 2 progress in reading (-5.1) was significantly below national and in the lowest 20% in 2017, 2018 and 2019.

Key stage 2 progress in reading (-4.9) was significantly below national and in the lowest 20% in 2019 as well as in 2018.

Key stage 2 progress in reading (-5.4) was significantly below national and in the lowest 20% in 2019.

Example sentence

Reading progress has improved between 2018 and 2019.

Example sentence

Key stage 2 attainment of the expected standard (100+) in mathematics (39%) was significantly below national and in the lowest 20% in 2022. Of the 38 pupils in 2019, 23 did not meet the expected standard. 19 of these pupils had a score, with an average scaled score of 84.

Example sentence

Key stage 2 attainment of the high standard (110+) in reading (2%) was significantly below national and in the lowest 20% in 2022.

Example sentence

Key stage 2 attainment of the expected standard (100+) in mathematics (39%) was significantly below national and in the lowest 20% in 2019 as well as in 2018 and 2017. Of the 38 pupils in 2019, 23 did not meet the expected standard. 19 of these pupils had a score, with an average scaled score of 84.

Example sentence

Key stage 2 attainment of the high standard (110+) in reading (2%) was significantly below national in the lowest 20% of all schools in 2019, as well as in 2018 and 2017.

Example sentence

The 3-year average reading attainment score (102.1) was in the lowest 20%.

Example sentence

Key stage 1 attainment of the expected standard (30%) in reading was significantly below national and in the lowest 20% in 2022.

Example sentence

Key stage 1 attainment of greater depth (3%) in reading was significantly below national and in the lowest 20% in 2022.

Example sentence

Key stage 1 attainment of the expected standard (30%) in reading was significantly below national and in the lowest 20% in 2019, as well as in 2018 and 2017.

Example sentence

Key stage 1 attainment of greater depth (3%) in reading was significantly below national and in the lowest 20% in 2019, as well as in 2018 and 2017.

Example sentence

The proportion of pupils who met the expected standard (32+) in phonics in Year 1 (62%) was significantly below national and in the lowest 20% in 2022. Of the 30 pupils, 9 did not meet the expected standard and 2 did not sit the test. There were 21 pupil(s) that were screened in Year 2 in 2022; 12 of those met the expected standard.

Example sentence

The proportion of pupils who met the expected standard (32+) in phonics in Year 1 (62%) was significantly below national and in the lowest 20% in 2019, as well as in 2018 and 2017. Of the 30 pupils, 9 did not meet the expected standard and 2 did not sit the test. There were 21 pupil(s) that were screened in Year 2 in 2019; 12 of those met the expected standard.

Example sentence

In 2022, 36% of pupils achieved the key stage 2 expected standard in reading, writing and mathematics, significantly below national and in the lowest 20%. Two per cent of pupils achieved the high standard, which is significantly below national.

Example sentence

In 2022, 38% of pupils achieved a scaled score of 100+ in the English grammar, punctuation and spelling test, significantly below national and in the lowest 20%.

Example sentence

In 2022, 56% of pupils achieved the key stage 2 science expected standard, significantly below national and in the lowest 20%.

Example sentence

In 2019, 36% of pupils achieved the key stage 2 expected standard in reading, writing and mathematics, significantly below national and in the lowest 20%. Two per cent of pupils achieved the high standard, which is significantly below national and in the lowest 20%.

Example sentence

In 2019, 38% of pupils achieved a scaled score of 100+ in the English grammar, punctuation and spelling test, significantly below national and in the lowest 20%.

Example sentence

In 2019, 56% of pupils achieved the key stage 2 science expected standard, significantly below national and in the lowest 20%.

Example sentence

Between 2020 and 2021, 12 pupil(s) left the school. Of these, 4 pupil(s) left the school between Years 10 and 11 (6% of the Year 10 cohort), which was significantly above the number anticipated for this school this year. There is no available information about the destinations of 5 of these 12 pupil(s), 3 of whom left between Years 10 and 11.

Example sentence

The rate of overall absence (4.8%) in 2018/192021/22 was in the highest 20% of schools with a similar level of deprivation.

An equivalent sentence will flag for persistent absence.

Example sentence

The rate of persistent absence (1.3%) in 2018/192021/22 was in the lowest 20% of schools with a similar level of deprivation.

Absence for 2018/19 and earlier

Absence data is based on 3 terms for 2018/19, 2017/18 and 2016/17. You can view further information on absence statistics.

Sentences will appear when the rate of overall absence in the latest year was in the highest or lowest 20% of all schools.

An equivalent sentence will flag for persistent absence.

If both the overall absence and persistent absence sentence flag the sentence will be combined. A sentence is generated when the rate of overall absence was in the highest or lowest 20% in the latest 3 years, 2 years or only the latest year.

An equivalent sentence will flag for persistent absence.

Service children’s education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

Summer 2021 and autumn 2020 absence

Summer 2021 and autumn 2020 absence data is based on the DfE census collection and has been provided as a new section within the IDSR. This is different to the daily attendance collection that schools have submitted throughout the pandemic, which will not be used in the IDSR.

This data relates to absences during the COVID-19 pandemic. As such, users should not directly compare summer 2021 or autumn 2020 absence to historic absence rates. There may be a number of reasons for changes in absence rates. Inspectors will not use the summer 2021 or autumn 2020 absence data by itself to draw conclusions but may use it to prompt questions regarding how well-attended a school was during this period. Inspectors may also use previous years’ data to provide context to the latest data, particularly where a school has previously had high or low absence rates in relation to other schools.

It is important to note that if a pupil tested positive for COVID-19 then this absence should have been 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.

The sentences provided are the same as those in the usual absence section, apart from an additional sentence regarding the number of sessions missed by pupils not attending in circumstances related to COVID-19.

Suspensions and permanent exclusions

Service children’s education provider IDSRs only have suspensions and permanent exclusions data for the latest academic year available.

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

Whole school

For suspensions, ‘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 rate of total or repeat suspensions is calculated by dividing the number of pupils suspended by the number on roll. We have profiled the national comparator for all suspensions by phase of education. Special schools are compared with the national rate for secondary schools.

The number of pupils with a permanent exclusion is provided for up to the last 3 years. The national average, profiled by phase of education, is included for the latest year. Special schools are compared with the national average for special schools.

The numbers and proportions of pupils with suspensions or permanent exclusions are often very small. These should be interpreted with caution, particularly when making comparisons over time. Additionally, the COVID-19 pandemic started during the 2019/20 reporting period. We are aware that rates of suspensions and permanent exclusions generally dropped during this year as a result. The suspensions and permanent exclusions data is one year behind. For example, 2019/20 data was published in July 2021. Suspensions and permanent exclusions data is for cohorts before the one shown on the context page and the number on roll may have changed.

Further information on pupil exclusion statistics is in the DfE’s pupil exclusion statistics methodology publication.

Suspensions

The IDSR measure for repeat suspensions is based on the number of pupils with at least 2 suspensions divided by the number on roll (headcount).

Sentences will appear when the rate of total suspensions in 2020/21 was in the highest 20% for similar schools. Similar here means the same phase of education and with a similar level of deprivation (in the same IDACI quintile). The IDSR does not produce these sentences for primary schools due to very low suspension rates.

An equivalent sentence will flag for repeat suspensions, or the sentence will be combined for both.

A sentence shows when there are high proportions of total/repeat suspensions for up to 3 years. A high proportion relates to the highest quintile based on the national distribution of suspension proportions. This is profiled by phase and year, and only includes schools with cohorts greater than 10 in that year. Special schools are compared with the distribution for secondary schools. The sentence includes the school’s proportion of total/repeat suspensions for the latest year in brackets. If a sentence is not triggered for the latest 3 years, it will also show if the school is in the highest quintile for the latest 2 years. If a sentence is not triggered for the latest 3 or 2 years, it would show a sentence if the school is in the highest quintile in the latest year.

For schools with at least one pupil with a suspension in 2020/21, a sentence details the prevalence of repeat suspensions. For schools with between 1 and 10 pupils receiving a suspension, the sentence states how many received more than one. If any pupils received more than one, the sentence also states how many received 10 or more. The same applies to schools with more than 10 pupils receiving a suspension. However, the sentence quotes proportions rather than numbers of pupils.

For schools with at least 1 pupil with a suspension in 2020/21, a sentence states the most common reason and its frequency. It also includes the total number of suspensions and any other reasons accounting for 10% or more of the total, with their frequency.

Permanent exclusions

A sentence appears for each school stating the number of permanent exclusions in each of the last 3 years, if data is available. The sentence includes the national average for the latest year, profiled by phase.

For schools with at least 1 pupil who received a permanent exclusion, a sentence states the most common reason and its frequency. It also includes the total number of permanent exclusions and any other reasons for permanent exclusions, with their frequency.

Key stage 5 suspensions & permanent exclusions

Key stage 5 in this section relates to year groups 12, 13 and 14 where applicable.

National averages for both suspensions and permanent exclusions are profiled by phase, special schools are compared to the secondary national.

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

Suspensions

Due to the low number of suspensions and permanent exclusions nationally in sixth forms it has not been possible to make the same comparisons as with the whole school measure (highest/lowest 20%). Instead, we have presented suspensions in the same way as exclusions and display the school number and national number. For this same reason the IDSR does not show repeat suspensions for sixth forms or comparisons to schools with similar levels of deprivation.

A sentence will appear stating the number of suspensions at key stage 5 in 2020/21, if there were any. The sentence will also state the national average number for the latest year. If there were also suspensions in 2019/20 and 2018/19 this information will also be presented.

Subsequent sentences will appear that state the reason for the suspension(s) in 2020/21.

Permanent exclusions

A sentence appears for each school stating the number of permanent exclusions in each of the last 3 years, if data is available. The sentence includes the national average for the latest year.

For schools with at least 1 pupil who received a permanent exclusion, a sentence states the most common reason and its frequency. It also includes the total number of permanent exclusions and any other reasons for permanent exclusions, with their frequency.

Key stage 5 qualification types and retention

The qualification type table is based on revised data, whereas retention is final data.

Qualification types

This table lists the number of students undertaking each type of qualification.

Students may be working towards more than 1 type of qualification and so may be counted more than once. Students taking courses that are not full qualifications are not included. Students taking academic qualifications other than A levels are not included in the table under individual qualification types but are included in the cohort information. Therefore, the numbers in each column may not add up to the total number of students and percentages may not add up to 100.

Below the table is a sentence which is presented when there is something significant or exceptional to highlight for the proportion of students not taking any level 3 or level 2 DfE approved qualification in 2022. This highlights when a school is in the highest or lowest 20% nationally for the latest year or the latest 2 years.

Retention on main study programmes

This section provides data on the extent to which a provider retains students to the end of the main learning aim of their study programme. The measure used in this section is retained and assessed.

Students are counted in the retained and assessed measure if they are retained to the end of their course and are assessed. The assessment may not necessarily be in the same subject or type of qualification they were aiming for when their studies began. However, the assessment must be at the same level and at least the same size as the main aim. For example, a student with an original main aim of tech level at size 1 would be considered as retained and assessed with an applied general exam result of at least size 1.

Data is presented for 4 study programmes:

• A levels (including AS level)
• level 3 applied general

• level 3 tech level

• level 2 technical certificate

From 2019, only technical certificates will be recognised as level 2 vocational qualifications in the 16 to 18 performance tables. In 2018, the DfE reported a broader range of qualifications. The DfE’s guidance on technical and vocational qualifications contains the lists of qualifications that count in 2019 performance tables.

A student’s study programme is defined based on their main aim. The DfE’s 16 to 18 accountability measures technical guide provides further information on how this is defined.

Destinations

Key stage 4

This table displays the proportion of pupils that continued to complete specified destinations. This data is publicly available and comes from the DfE’s destinations collection.

The data for the latest year relates to the pupils that sustained destinations in 2020/21. These are pupils that reached the end of key stage 4 in 201/21. The row header displays the year of completed education as the latest year. The 2017/18 destinations are based on provisional data that year and therefore may not reflect some changes in the revised dataset.

Sustained destinations include school sixth forms, further education and sixth-form colleges, as well as higher education institutions, apprenticeships and employment. For a destination to count, pupils must sustain participation for a 6-month period.

Blue boxes will indicate if a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average. The supporting data tables provide the national figures here.

If data has been suppressed due to small cohorts, ‘small cohort’ will be shown in the table. Cohort suppression in this table follows the rules used by the DfE.

Service children’s education provider IDSRs will only have the destinations for the latest year due to data availability.

Key stage 5

This table displays the proportion of students who completed their study programme at the provider who went on to sustained education or employment, who went on to a destination not sustained or whose activity was not captured. It further shows what proportion of all students went on to an apprenticeship, to any education and to higher education.

The 2017/18 destinations are based on provisional data that year and therefore may not reflect some changes in the revised dataset.

Blue boxes will indicate if a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average. The supporting data tables provide the national figures here.

If data has been suppressed due to small cohorts, ‘small cohort’ will be shown in the table. Cohort suppression in this table follows the rules used by the DfE.

For the destinations, the DfE use a flexible end year to determine which students are included in the measure. The DfE’s 16 to 18 accountability measures technical guide contains further information on the methodology.

This data is taken from the DfE source ‘Destinations of KS4 and 16 to 18 (KS5) students: 2019’, which includes full definitions of the measures used and further breakdowns of the data.

Pupil groups

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.EAL and are based on 2021/22 data. 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.

When refreshed with 2022 performance data the groups section will only generate sentences based on that year i.e., no trend looking back to previous years.

The disadvantaged pupil group will not appear for 2022 in the initial release of the IDSR, due to late receipt of CLA (Children Looked After) data which is a constituent part of the group.

Due to COVID-19 no prior attainment groups will be displayed for the key stage 1 measures in this section for 2022.

Pupil group differences can be meaningless when analysed at school level, particularly when groups relate to small cohorts. The conversation should be about meeting the needs of all pupils.

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. For example, a sentence will appear if the group was in the highest 20% and significantly above national for 3 years but the whole school was in the highest 20% and significantly above national for the latest year only.

Key stage 4

Prior attainment groups are based on overall key stage 2 prior attainment, which is calculated using reading and mathematics. It was not possible to produce percentile ranks for groups in terms of the attainment for the 4plus threshold measure; this is due to the spread of data; therefore, only Attainment 8 sentences will appear in the groups section.

Key stage 5

Sentences for the prior attainment and the disadvantaged groups will appear for value added relating to A level, AS level and applied general qualifications. They will also appear for completion and attainment data relating to tech level qualifications and technical certificate qualifications

Prior attainment groups are based on students’ average points score at key stage 4, which is calculated by giving a points score to each grade and taking an average across all the students’ grades. For further detail on the methodology to determine these prior attainment groups for level 2 and level 3 please see the key stage 5 student group section.

Key stage 2

Prior attainment groups are based on overall key stage 1 prior attainment, which is calculated using reading and mathematics. It was not possible to produce percentile ranks for groups in terms of attainment at key stage 2; this is due to the spread of data and, therefore, only statistical significance tests have been performed to identify high or low performance.

Key stage 1

Prior attainment groups are based on emerging, expected and exceeding in reading, writing or mathematics early learning goals. It was not possible to produce percentile ranks for groups in terms of attainment at key stage 1; this is due to the spread of data and, therefore, only statistical significance tests have been performed to identify high or low performance. Due to COVID-19 it has not been possible to calculate prior attainment groups for KS1 as the data does not exist.

Absence

Absence sentences are generated for FSM, SEND and EAL.EAL and are based on 2021/22 data.

Note that:

• due to small cohorts ofof. low and high prior attainment groups, it is much less likely for sentences to appear

• it was not possible to flag group sentences for phonics attainment; this is due to the spread of the data

• pupil group sentences for exclusions will not be shown

Service children’s education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown. For the exclusion sentence, service children’s education provider IDSRs only have data for the latest academic year available.

School and local context

School characteristics

The chart shows school-level information, based on the January school census, for 2020, 2021 and 2022. If a school has a sixth form, a separate row will appear that shows the context for years 12, 13 and 14 where applicable.

The chart contains the following measures:

• the percentage of pupils in receipt of free school meals (FSM) at the time of the January census; these pupils are those who are/have been eligible for FSM and have claimed them some time in the last 6 years (Reception to Year 11). FSM data is not collected for sixth forms.

• the percentage of pupils whose first language is not English or believed to be other than English

• the percentage of pupils with SEND who do not have an education, health and care (EHC) plan (SEND support)

• the percentage of pupils with SEND and who have a statement of SEND or EHC plan

• the number of pupils on roll

Stability is a measure of the percentage of students who were admitted to the school at the standard time of admission. The stability percentage is calculated by dividing the number of pupils who meet the stability criteria by the number of all eligible pupils (pupils in Years 1 to 11 with a single or main dual registration at the school at the time of the January school census). The stability measure is not available for school sixth forms.

A pupil is counted as stable if they either:

• joined the school in or before September in Year 1

• joined the school in or before the month by which at least 5% of the year group had also joined the school

• joined the school in a month/national curriculum year combination in which at least 40% of the year group joined the school (the 40% must equate to at least 10 pupils in primary schools or 20 pupils in secondary schools)

• joined the school in a month/national curriculum year combination in which at least 10% of the year group joined the school (the 10% must equate to at least 10 pupils in primary schools or 20 pupils in secondary schools) and the same month/national curriculum year combination met these criteria in at least one other year group within the school

For each group, school figures along with the national will show for each year. The quintile boxes compare the latest year to the national distribution for all schools. Special schools are compared with secondary school nationals.

Trust/LA level information

This section provides information about the trust or local authority that the school is part of. For example, if a school is part of a trust, it will have information about the number of schools in the trust and the latest overall effectiveness grades of the schools within the trusts. Similarly, it will show local authority information for local authority maintained schools. The overall effectiveness grade displayed relates to that of the latest full section 5 inspection.

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Staff absence

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 percentage 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.

Staff retention

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.

Local area and school links

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 IDACI.

The IDACI measures the proportion of all children aged 0 to 15 living in income-deprived families. It is a subset of the income deprivation domain, which measures the proportion of the population in an area experiencing deprivation relating to low income. The definition of low income used includes both those people who are out of work and those who are in work but who have low earnings and who satisfy the respective means tests.

Please note that we have updated the IDACI (from English Indices of Deprivation) measure from 2015 to 2019. As such, some IDACI values may have changed as a result when compared to historic IDSRs.

The sentences display what quintile the deprivation level falls under. Each quintile represents a bound of 20%. The higher the quintile the greater the level of deprivation.

A school’s local area is based on the 2011 lower layer super output area (LSOA) in which it resides. LSOAs are a geographic hierarchy designed to improve the reporting of small area statistics in England and Wales. The minimum population in each LSOA is 1,000 and the maximum is 3,000. Regarding households, there is a minimum of 400 households in each LSOA and a maximum of 1,200.

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.

Service children’s education provider IDSRs will not display information on location-based deprivation in this section as they are currently not contained in the dataset.

Finance

The IDSR contains the latest financial information – for 2020/21 for both local authority maintained schools and academies – including:

• the revenue reserve of the school (local authority maintained schools) or trust (academies)

• the in-year balance

• the spend per pupil

• the level of grant funding compared with the national average for the school phase and type (local authority maintained school or academy)

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

The source for the school finance information is the data underpinning the DfE’s school financial benchmarking tool. You can also view or download the data sources.

Service children’s education provider IDSRs will not display information in this section as they are currently not contained in the dataset.

Ethnicity whole school and key stage 5

Ethnicity information comes from the January 2022 school census. The sentence states how many ethnic groups are present in the school out of 17.

The 17 possible ethnic groups are:

• White British

• White Irish

• White Traveller of Irish Heritage

• White Gypsy/Roma

• White Any other White background

• Mixed White and Black Caribbean

• Mixed White and Black African

• Mixed White and Asian

• Mixed Any other Mixed background

• Asian or Asian British Indian

• Asian or Asian British Pakistani

• Asian or Asian British Bangladeshi

• Asian or Asian British Any other Asian background

• Black or Black British Caribbean

• Black or Black British African

• Black or Black British Any other Black background

• Chinese

This excludes the groups ‘Any other ethnic group’, ‘Parent/pupil preferred not to say’ and ‘Ethnicity not known’.

The sentence states those with 5% or more of the school. For this section ‘Any other ethnic group’, ‘Parent/pupil preferred not to say’ and ‘Ethnicity not known’ are included, so may appear in the top 5 largest groups.

Year group context

Characteristics

The chart shows school-level year group characteristics, based on the 2022 January school census 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.

For key stage 5 (where applicable), there are different rules that the DfE uses to allocate students to the different measures. The year group characteristics are based on the census data, so there may be students that are no longer on roll but still allocated to the provider for accountability purposes.

Prior attainment

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 in 2022 on the following factors:

• for Years 1 ,2, 3 and 4 there is no prior attainment data due to COVID-19

• 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

Shading indicates whether the pupils in this school were above or below national. This is triggered if the school value is 1 or 2 standard deviations from the national. If pupils were in line with national, a dash is shown. If the number of pupils was 10 or below, an ‘X’ is shown.

Prior attainment at key stage 5

There was no data available for key stage 5 prior attainment in 2022. This is because these pupils did not take key stage 4 exams in 2020, due to COVID-19.

SEND characteristics

There is a formal assessment to decide if a pupil needs a statement of SEND or an EHC plan.

SEND support is the help a school gives pupils that falls outside the usual curriculum. Outside specialists can tell or support the class teacher and SEN coordinator.

An EHC plan is for children and young people aged up to 25 who need more support. This extra help is not available through SEN support. EHC plans identify educational, health and social needs and set out the support to meet those needs.

The January 2022 census provides data for this table. The table displays the number of pupils in the school who have SEND and what the need category is. The 2 halves of the table represent pupils who have SEND support and pupils who have an EHC plan.

It also shows what year the pupil is in. It flags if the school has a SEND unit and how many SEND pupils are disadvantaged.

SEND units are special provisions within a mainstream school. These units contain separate classes to teach pupils with SEND. These units:

• receive extra funding from the local authority

• cater for a specific type or types of SEND (for example, autistic spectrum disorders)

• are usually for pupils with statements or EHC plans (but this is not required)

Disadvantaged pupils are those who were eligible for FSM at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

Resourced provision refers to the places reserved at a mainstream school for specific pupils with SEND. The pupils learn within mainstream classes but require some specialist facilities.

Resourced provision:

• receives extra funding from the local authority

• caters for a specific type or types of SEN, for example specific learning difficulties

• is usually for pupils with statements or EHC plans, but this is not required

The resourced provision information comes from the DfE’s GIAS service.

Progress and attainment trend

Progress 8: three-year trend

This section shows the relative performance of the school for Progress 8 and each of the Progress 8 elements in 2022 versus the national using significance tests. A blue box indicates when a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance.

The Progress 8 3-year trend section shows how the school has performed compared with other schools nationally, overall and for each of the Progress 8 elements for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when 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. Quintiles will display an ‘X’ when they are based on cohorts of 10 or fewer pupils. Also, no statistical significance will show for cohorts of 10 or fewer pupils.

The arrows indicate an increase or decrease in progress score. These align with the progress trend analysis. We have only made comparisons between 2017–18, and 2018–19. This is referred to as markedly higher or lower in the legend of the progress and attainment trend chart. Note that this is not based on statistical significance testing. The number in brackets shows the eligible cohort. The calculation that underpins these is shown in the ‘Understanding the data in the IDSR’ section.

Service children’s education provider IDSRs do not incorporate 2017 data, so only the latest 2 years will have content.

Value added three-year trend

This section shows the relative performance of the school for value added in key stage 4 EBacc pillars in 2022 using significance tests. 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. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance. It has not been possible to show KS5 data in 2022 due to the value added measure not being available due to COVID-19.

The EBacc pillar value added 3-year trend section shows how the school has performed compared with other schools nationally for science, languages and humanities value added for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Red boxes indicate when a figure was, statistically below the national average. Green boxes indicate when a figure was, statistically above the national average. Quintiles will display an ‘X’ when they are based on cohorts of 10 or fewer pupils.

Level 3 value-added data is shown for A level, AS level and applied general qualifications. Red boxes indicate if the score was statistically significantly below the national average. Green boxes indicate if a score was statistically significantly above the national average.

The ‘A level’ group includes the following A level qualifications:

• A level

• applied A level single award

• applied A level double award

The ‘AS level’ group includes the following AS level qualifications:

• AS level (not continued to full A level)

• applied AS level single award

• applied AS level double award

For reference, the ‘A level group’ DfE report combines these 2 groups together.

Service children’s education providers do not have data for value added measures.

Attainment 8: three-year trend

This section shows the relative performance of the school for Attainment 8 and each of the Attainment 8 elements in 2022 using significance tests. A blue box indicates when a figure was, statistically, significantly below the national average. Orange boxes will indicate when a figure was, statistically, significantly above the national average. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance.

The Attainment 8 3-year trend section shows how the school has performed compared with other schools nationally for overall Attainment 8 and each of the Attainment 8 elements: English, mathematics, EBacc and open. The school is compared with other schools nationally for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Quintiles will display an ‘X’ when they are based on cohorts of 10 or fewer pupils.

Service children’s education provider IDSRs do not incorporate 2017 data, so only the latest 2 years will have content.

Attainment thresholds three-year trend

This section shows the relative performance of the school for attainment in key stage 4 EBacc pillars and key stage 5 in 2022. 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. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance.

The EBacc pillar grade 4+ 3-year trend section shows how the school has performed compared with other schools nationally for the percentage of pupils achieving grade 4+ in science, languages and humanities. The school is compared with other schools nationally for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Quintiles will display an ‘X’ when they are based on cohorts of 10 or fewer pupils.

The A level AAB% 2-year trend section shows how the school performed compared with other schools nationally for the % shows the percentage of students who have achieved 3 A levels at grades AAB or better, of which at least 2 are in facilitating subjects. The facilitating subjects are:

• biology

• chemistry

• physics

• mathematics

• further mathematics

• geography

• history

• English literature

• classical/modern languages

Key stage 5 attainment 2-year trend

This section shows the relative performance of the school for key stage 5 average point scores in 2022. 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. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance.

The APS 2-year trend section shows how the school performed compared with other schools nationally based on average point score the following: A level, best 3 A levels, applied general, tech level (level 3) and technical certificates (level 2).

Average progress score (APS) per entry is calculated by dividing the total number of points achieved by students by the total size of entries for those students. This is then aggregated to give an overall APS score for a provider. Entries are based on the size of the qualification and students may contribute multiple qualifications to the measure. Students may also be counted in more than 1 qualification type.

Service children’s education provider IDSRs do not incorporate 2017 data, so only the latest 2 years will have content.

Reading, writing and mathematics three-year trend - 2019 to 2017

The following guidance is relevant for schools with a primary phase.

This section shows how the school has performed compared with other schools nationally overall and for each element for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when 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. As in the rest of the report, figures are displayed in grey when they are based on 10 or fewer pupils. Also, no statistical significance will show for cohorts of 10 or fewer pupils.

The arrows indicate an increase or decrease in progress score. These align with the progress trend analysis. We have only made comparisons between 2017/18, and 2018/19. This is referred to as markedly higher or lower in the legend of the progress and attainment trend chart. Note that this is not based on statistical significance testing. The calculation that underpins these is shown in the ‘Understanding the data in the IDSR’ section. The number in brackets shows the number of entries.

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.

Other attainment measures – 2019 to 2017

The following guidance is relevant for schools with a primary phase.

This section shows how the school has performed compared with other schools nationally overall and for each element for each of the last 3 years. There is a clear indication of the position in terms of the quintile, when 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. As in the rest of the report, figures are displayed in grey when they are based on 10 or fewer pupils. Also, no statistical significance will show for cohorts of 10 or fewer pupils.

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.

Subject entries

Subject entries at key stage 4

This section shows the subjects entered for by this school in 2022, 2021 and 2019. Subject entries data for 2020 is not available. There may be some differences between 2021 entries and earlier years. For example, in 2021 early entries are not included but are included for earlier years.

The purple shading is darker where more pupils were entered. Subjects are grouped by subject cluster and listed alphabetically first by cluster then by subject. This is based on the subject families and clusters shown in Table 1.

Table 1: Mapping of subject families to subject clusters

Qualification type is also included, which covers the following:

• AS

• EBacc AS

• EBacc GCSE

• EBacc L1/L2 cert

• Free Standing Maths level 3

• GCSE

• Graded music

• L1/L2 cert

• Level 1

• Level 1/2

• Level 2

• Other at level 1

• Other at level 2

The cohorts above the section represent total pupils at the end of key stage 4.

Subject entries at key stage 5 – level 3

This section shows the subjects entered for by this school in 2022, 2020 and 2019, however 2022 entries are not currently available. Subject entries data for 2020 is not available.

The purple shading is darker where more students were entered. Subjects are grouped by subject cluster and listed alphabetically first by cluster then by subject.

Qualification type is also included, which covers the following:

• A level

• applied single award

• applied double award

• pre-U principal

• international baccalaureate

The cohorts above the section represent total students at the end of key stage 5.

Understanding the data in the IDSR

Statistical significance

Assessment data and information are starting points for inspectors’ discussion with schools. Statistical significance testing is used in the IDSR to draw attention to noteworthy values. These values show when differences in school’s performance may be due to more than chance variation. The IDSR uses percentile ranking as well as statistical significance testing. This allows us to look at relative performance across time while also highlighting noteworthy changes.

Significance calculation for threshold measures

A normal approximation to the binomial distribution is used to identify statistically significant differences between proportions of pupils (shown in the areas of interest).

Before applying the test, we check that:

nP

and

n(1-P)

are greater than or equal to 5.

When:

• P represents the national average of pupils reaching the expected standard

• n represents the total number of pupils

The calculation is as follows:

Otherwise not statistically significant.

When:

This methodology is applied to the following performance measures:

• key stage 2 expected standard and high standard/greater depth thresholds

• key stage 1 expected standard and greater depth thresholds

• Year 1 phonics

• destinations

Progress trend analysis calculation

Progress is a within year, norm referenced measure. Scores are not directly comparable year on year. To allow for direct comparisons across years, every progress score is standardised using the following formula:

(Progress score – mean) / standard deviation

Absence and exclusions

Absence data is usually in all IDSRs by December each year. This is because data is only provided to Ofsted after the primary IDSR release.

The permanent exclusions and fixed-periodsuspensions exclusions data is one year behind. For example, 2017/18 exclusions data was published in July 2019. Exclusions data is for cohorts before the one shown on the context page and the number on roll may have changed.

For absence and fixed-periodsuspensions, exclusions, special schools are compared to the national for secondary schools. For permanent exclusions, special schools are compared to the national average for special schools.

Data sources

All data in the IDSR is from the DfE. We use the data to calculate school-, local-authority- and national-level data. Pupil-level data is anonymous and does not contain names or addresses. It is not shared with inspectors at any point.

We receive the following data sets from the DfE to produce the IDSR.

National pupil database:

• key stage 1 and phonics

• school census to populate contextual sections

• ASP all key stages

Performance tables:

• school and college database (SCDB) primary and secondary

• key stage 2

• key stage 4

• key stage 5

• level 3 value added

Absence and exclusions data:

• school-level exclusions

• 2-term absence

• 3-term absence

• 1-term absence (autumn 2020)

• 1-term absence (summer 2021)

You can find more information on the accountability measures in these DfE guidance documents:

• primary school accountability

• secondary accountability measures (including Progress 8 and Attainment 8)

Special schools and pupils with special educational needs and disabilities

An IDSR is produced for special schools. However, it may contain very little information about the performance of pupils.

Pupils with SEND are a diverse group with differing needs and expectations. Therefore, the IDSR will no longer display any averages for this group.

Contextual information is provided for the group, including the breakdown of the number of pupils with SEND by primary special educational need.

Junior and middle schools

A standard sentence appears to explain that junior and middle schools have lower progress scores on average. Also, due to the age range of pupils at middle schools, pupils will have only attended a middle school for a short time before they take their key stage 2 tests.

Inspectors should be aware of this and, as with any inspection, carefully consider a range of information and data.

Missing data

There are a few possible reasons why data for some years is not shown for a particular measure.

In charts and tables, data may not be shown for some years because:

• the measure did not exist, was defined differently or was not available to Ofsted for that year; if this is the case, the data is shown as a dash

• the school had no pupils for a particular measure in that year; if this is the case, the cohort will be shown as a 0 and a dash will be shown for the measure

• if the school recently changed legal status, for example from a local authority maintained school to a sponsor-led academy, the data may be shown under the predecessor school name or unique reference number (URN) in ASP

National figures

The national figures may differ from the figures published in the DfE performance tables and ASP. This is due to the varying decimal precisions used between organisations.

The disadvantaged pupil group is compared to the national for pupils who are not disadvantaged.

Prior attainment pupil groups are compared to their respective pupil group nationally.

Service children’s education providers have been assigned a phase based on the ages of pupils in the school.

Cohorts and numbers of pupils included

Cohorts display the total number of pupils based on the group and year of the measure presented.

For measures when all pupils were entered, the cohort shows the number of pupils the measure is based on. For some measures, it is used as the denominator for percentages.

If there have been any leavers and joiners, then the cohort number shown on progress and attainment data may not match the context section. The context section is a snapshot of the day the school census is taken in January of that year.

The ‘number of pupils included’ on progress pages only includes pupils with prior attainment information.

Key stage 5 cohorts

There are different rules that DfE uses to allocate students to the different measures. The year group characteristics is based on the census data so there may be students that are no longer on roll but still allocated to the provider for accountability purposes. The qualification type table is based on revised data, whereas retention is from final.

For the destinations, the DfE use a flexible end year to determine which students are included in the measure. There are more details in the accountability guide.

Conditions of use

The IDSR conditions of use and storage are that:

• the IDSR is to be used only for educational and analytical purposes and for informing inspection, not for any other purpose

• data presented in the IDSR is to be shared only with those who need and are authorised to have access to the information

• only nominated users may access the IDSR and these users must be made aware that they cannot share the IDSR without permission from the data owner

• the IDSR should be saved in a secure location with limited access

Key stage 5 student groups

Prior attainment student groups are shown for some measures. These groups are based on students’ average points score at key stage 4, which is calculated by giving a point score to each grade and taking an average across all the student’s grades. The following table shows the corresponding points scores for each grade.

Note that in 2017, 2018 and 2019, points were allocated to new GCSEs (with grades of 9 to 1). The DfE’s secondary accountability measures guidance contains further details on how these scores are calculated.

In the IDSR, we use groups of scores. For level 3 students, these are as follows:

• students with prior attainment grades 7–9 (equivalent to grades A*–A under the old grading structure)

• students with prior attainment grades 4–6 (equivalent to grades B–C under the old grading structure)

• students with prior attainment grades 3 and under (equivalent to grades D–G under the old grading structure)

To align students’ average points scores to these groups, we calculate an upper bound and lower bound for each group.

To calculate the upper bound for each group, we calculate the midpoint between the maximum points score within the group and the minimum points score within the next highest group.

For example, to calculate the upper bound for the 4–6 group, we take the midpoint between the maximum points score for the 4–6 group (5.5) and the minimum points score for the 7–9 group (7):

Upper bound = (5.5 + 7) / 2 = 6.25

Similarly, to calculate the lower bound for each group, we calculate the midpoint between the minimum points score for the group and the maximum points score for the next lowest group.

For example, to calculate the lower bound for the 4–6 group, we take the midpoint between the minimum points score for the 4–6 group (4) and the maximum points score for the 3 and under group (3):

Upper bound = (3 + 4) / 2 = 3.5

These calculations produce the following average points score boundaries.

For level 2 students, we follow an equivalent process to calculate average points score boundaries for the following groups.

For value-added data relating to A level, AS level and applied general qualifications, and completion and attainment data relating to tech level qualifications, the following groups based on prior attainment for level 3 students are shown:

• students with prior attainment grades 7–9 (average points score of 6.25 or higher)

• students with prior attainment grades 4–6 (average points score of 3.5 or above up to, but not including, 6.25)

• students with prior attainment of 3 and under GCSE point score (average points score below 3.5)

For completion and attainment data relating to technical certificate qualifications, disadvantaged students and the following groups based on prior attainment for level 2 students are shown:

• students with prior attainment grades 3–9 (average points score of 2.5 or higher)

• students with prior attainment grade 2 (average points score of 1.25 or above up to, but not including, 2.5)

• students with prior attainment grade 1 and under (average points score below 1.25)

If performance does not differ from that of the provider, no sentences will appear.

Data protection

When accessing the data in the Ofsted IDSR service, you must recognise the privacy of that data and always comply with the Data Protection Act 2018. The Data Protection Act 2018 is the UK’s implementation of the General Data Protection Regulation (GDPR). You must ensure that you use the data that you have access to for the purpose for which the service was set up and that you do not use the data for any other purpose. You must ensure that the data is processed securely and that it is not subject to any unauthorised use or disclosure.