School inspection data summary report (IDSR) guide

Overview of the Ofsted IDSR

InspectorsThe useIDSR theis inspectiona dataweb-based summarypage reportfor (IDSR)Ofsted inspectors to use when preparing for,for and during,during schoolinspection. inspections.It Theis IDSRintended as a tool for inspectors, which summarises and analyses the available data about athat school.school Itto support the inspection. The IDSR is also designed to align with our school inspection handbook, to inform inspectors’inspection conversationsconversations. with school leaders. It is not intended to be an exhaustive profile of athe school or toto, in itself, provide any judgement or assessment of thea school.

The IDSR can contain sensitive information about schools and colleges. It is your responsibility to makeensure surethat you store and share the IDSR securely.is stored and shared appropriately. Please see our IDSR conditions of use and storage statement.

DuringFor aphonics, schoolkey inspection,stage inspectors1 gather evidence on the quality of education from various sources. This includes nationally generated information on pupils’ progress and attainment.key Thestage IDSR2 candata, only provide a starting point, however. Inspectors will want to see first-hand evidence of the qualitystandards ofhave educationbeen askept experiencedconsistent bybetween pupils2022 and to2023 understanddata; howtherefore, well leaders know what it is likepossible to becompare adata pupilacross atthese theyears. school.

The standards for phonics and key2023. stageAs 2with dataprimary havedata, been kept consistent since 2022. For key stage 4 and education for 16- to 18-year-olds, the approach to grading was different in 2022 compared with subsequent years. The IDSR does not make direct comparisons across years. Instead, itthe usesIDSR arrows tocontains showarrows that indicate whether the school’sschool value has changed compared with the national value each year.year has changed. There are further details about how the arrows are calculated later in this document.

Access your school’s Ofsted IDSR

As a web page through our website

You can access theit report directly through our new Ofsted IDSR service or throughfrom the Department for Education (DfE)’s Analyse School Performance (ASP) service. You will need a DfE Sign-in account and associated permissions for the school(s). UsersWe recommend that users with more than 1 school should use our direct link.

Ofsted cannotcan’t give or take away access toor add schools within DfE Sign-in,Sign-in. or add schools. But the approver for your schoolschool/organisation or organisation will be able to help. To find out who your approverapprover, is,please loglogin in to your DfE Sign-in account and click on the ‘Services’ tab. Then click on ‘See approvers at an organisation’.

Sign-in: IDSR service

Download and use offline

If you want to use the IDSR offline, you have several options.

Option 1 – click the ‘download this page’ button located at the top of the web page. This will download the HTML page automatically to your downloads folder. You do not need an internet connection to view and share it.

Option 2 – click the ‘print this page’ button. This will take you to the print configuration page where you can print as a hard copy document.

Option 3 – click the ‘print this page’ button. This will take you to the print configuration page where,where under ‘printer’,printer you can select ‘save as PDF’. This will convert the page into a PDF which you can then savebe saved and share.shared. (Please note that this dependsis reliant on you having the correct up-to-date software. ThisOlder versions may not worksupport this functionality.)

Ofsted IDSR

As outlined in the school inspection handbook, inspectors will gather evidence of the impact of the quality of education from various sources. This includes nationally generated performance information about pupils’ progress and attainment. The IDSR can only provide a starting point, however. Inspectors want to see first-hand the quality of education as experienced by pupils and understand how well leaders know what it is like to be a pupil at the school.

Where applicable, the Ofsted IDSR contains:

• School characteristics – based on 2023, 2022 and 2021 data

• Ethnicity – based on 2023 data

• Prior attainment – based on 2023 prior data

• SEND characteristics – based on 2023 data

• Staffing – based on 2022, 2021 and 2020 data

• Links to alternative provision and other providers – based on 2023 data

• Absence – based on 2022/23 (3 term) and 2021/22 (3 term) data

• Suspensions and permanent exclusions – based on 2021/22, 2020/21 and 2019/20 data

• Pupil movement – based on movement between Jan 2022 and Jan 2023 census, Jan 2021 and Jan 2022 census

• Progress and attainment at key stages 1 and 2 – based on 2023 data

• Subject entries at key stage 4 – based on 2023, 2022 and 2021 data

• Progress and attainment at key stage 4 – based on 2023, 2022 and 2019 data

• Destinations at key stage 4 – based on 2020/21, 2019/20 and 2018/19

• 16 to 18 qualification types – based on 2023, 2022 and 2019 data

• 16 to 18 retention – based on 2023, 2022 and 2019 data

• Subject entries at 16 to 18 – based on 2023 and 2022 data

• Attainment at 16 to 18 – based on 2023, 2022 and 2019 data

• Destinations 16 to 18 – based on 2020/21, 2019/20, and 2018/19

• Pupil groups data – based on 2023 (primary), 2023 (secondary) and 2022/23 (3 term absence)

Reporting data issues

The data in the IDSR is largely provided by the Department for Education (DfE.). If your questionquery isrelates aboutto theissues with values displayed, such as the Progress 8 score or cohort, checkhave you checked if the IDSR data matches the data onpresented in the ‘ASPAnalyse School Performance and ‘Compare schoolSchool and collegeCollege performancePerformance in England’ sites.sites? If the IDSR data matches what has been published, then please contact the DfE. If your questionquery isrelates aboutto bespoke calculations that are only used in the IDSR, for example percentile ranks, please email the IDSR team. Weand we will aim to respond as soon as possible. 

LinkPredecessor to a predecessor or successor schoollink

TheIf applicable, the Ofsted IDSR service will provide a link to a predecessor (or successor) schoolprovider to view. Some schoolsproviders with a predecessor will not have a link. This is because we decided not to include predecessorpredecessors schoolswhere if there was no data on them.the predecessor school.

School details and release information

The informationschool ondetails theinformation school at the beginning of the report comes from the DfE’s Get‘Get information about schools (GIAS))’ service. This data is correct as of the release date on the IDSR.

Report information

The Ofsted IDSR will always show which release of performance data the report is based on. It will also show the date that the report was last released.

School

For characteristics

example:

DataRelease source:information: Provisional 2023 Phonics, Final 2023 KS1, Revised 2023 KS2, Revised 2023 KS4, Revised 2023 16 to 18

Release date: 06 March 2024

Trust information

This expandable section provides information about the DfEtrust to which the school belongs. Only schools that are part of a multi-academy trust (MAT’s) Januarywill get this section of the report.

It will have information about the number of schools in the trust and the latest overall effectiveness grades of the schools within the trusts.

The grade profile of schools within a MAT will display the judgements a school censushas received under its current URN. It will display the latest inspection outcome, which could be either graded or ungraded. If a school received a grade before joining the MAT, then the school will be counted in the ‘not yet inspected’ section until it is inspected as part of the MAT.

The information in this section comes from the Department for 2024,Education’s 2023Get andInformation 2022.About Schools data, apart from the overall effectiveness which is Ofsted data.

School and local context

School characteristics

The chart shows school-level informationinformation, forbased on the lastannual 3January years.school census, for 2021, 2022 and 2023. If a school has a sixth form, a separate row will appear that shows informationthe context for Years 12, 13 and,and 14, where applicable, 14.applicable.

The chart contains the following measures:

• the number of pupils on roll

• the percentage of pupils receivingin receipt of free school meals (FSM).) Theseat arethe pupilstime whoof the January census; these pupils are orthose havewho are/have been eligible for FSM and have claimed them some time in the last 6 years (Reception to Year 11)11); – referred to as FSM6; FSM data is not collected for sixth forms

• the percentage of pupils with special educational needs (SENSEND) support: those pupils who receive SEN support but who do not have an education, health and care (EHC) plan (SEND support)

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

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

• the stability percentage for the school

• the school deprivation level

• the pupil deprivation level

For each measure, theschool school’s figures will show for each year. TextThe andquintile shadingboxes arecompare usedthe latest year to showthe whichnational quintiledistribution thefor schoolall sitsschools. withinText inand shading are displayed depending on what quintile the nationalschool’s distributionvalue ofresides schools:in:

• well above average (blue shading)

• above average

• close to average

• below average

• well below average (orange shading)

Special schools are compared with secondary school national values.

Except for the school location deprivation measure, schools are compared with other schools in the samenational by phase: primary (or middle deemed primary) or secondary (or middle deemed secondary).

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 joined the school:they:

• joined the school in or before September in Year 1

• joined the school in or before the month by which at least 5% of theirthe 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 1 other year group within the school

The school deprivation level is about the level of deprivation in the school’s local area.area in which the school is situated. The pupil deprivation level isshows aggregated information about the deprivation of pupils who attend the school. Each deprivation indicator is based on the income deprivation affecting children index (IDACI). The IDACI is based on 2019 English indicesIndices of deprivation.Deprivation.

The IDACI measures the proportion of all children aged 0 to 15 living in income-deprived families. It is a subset of the income-deprivationincome deprivation domain, which measures the proportion of the population in an area experiencing deprivation relating to low income. The definition of ‘low income’ we use 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.

Information about a school’s local area is based on the 2011 lower layer super output area (LSOA) thatin which it fallsresides. within. LSOAs are geographicala areasgeographic hierarchy designed to improve the reporting of statistics on small areasarea statistics in England and Wales. They arecomprise made up of between 400 and 1,200 households and have a populationusually ofresident population between 1,000 and 3,000 people.persons.

You can read further information about the data used for the local area deprivation.

ForSentences 16-below to 18-year-olds (where applicable), the DfEtable useswill differenthighlight ruleswhere toa allocate students to the different measures. The year group characteristicsis aremarkedly baseddifferent onfrom the censusothers data, so there may be students who were no longer on roll as at the January 2024 census but are still allocated to the provider for accountability purposes.

Year group characteristics

Data source: the DfE’sfollowing January school census for 2024.measures:

• The year group characteristics table shows information on the characteristicspercentage of the pupils in eachreceipt yearof group.FSM Thisat section will appear for all schools that submit a January school census return to the DfE.

  Thetime table presents data on pupils who were recorded as part of the DfE’s January schoolcensus; census.these This means the data for each year group is about the pupils who were in that year group last academic year.

  The measures included in the table are:

  • the number of pupils on roll

  • the percentage of pupils receiving FSM. These are pupilsthose who are or have been eligible for FSM and have claimed them some time in the last 6 years (Reception to Year 11) – referred to as FSM6; FSM data is not collected for sixth forms

  • the percentage of pupils whosewho firstspeak language is not English oras isan believedadditional to be other than Englishlanguage

  NoInformation highlighting is appliedbased toon thisthe table;2023 figuresJanuary areschool presented for information only.census.

  For 16-16 to 18-year-olds18 (where applicable), there are different rules that the DfE uses different rules to allocate students to the different measures. The year group characteristics are based on the census data, so there may be students whothat wereare no longer on roll as at the DfE’s January school census but are still allocated to the provider for accountability purposes.

  Prior attainment

  Ethnicity

  DataEthnicity source:information thecomes DfE’sfrom January school census for 2024. 

  The prior attainment table shows how the school’s pupils performed at the previous key stage compared with all pupils in that year group nationally.

  This section will only appear for schools with year groups in the secondary age range (Years 7 to 11 inclusive). This is because there is limited prior attainment data available for other year groups.

  The table presents data on pupils who were recorded as part of the DfE’s January 2023 school census. This means the data for each year group is about the pupils who were in that year group last academic year.

  The datachart contentdisplays ofthose theethnic table focuses on the performance of these secondary-age pupils in their key stage 2 assessments:

  • the pupils who were in Years 7, 8, and 11 in the latest year’s data sat assessments when they were in key stage 2. The data for these year groups iswithin based on the proportionschool ofthat therepresent school’s5% pupils who achieved the expected standard at key stage 2.

  • the pupils who were in Years 9 and 10 in the latest year’s data did not sit assessments when they were in key stage 2 because of the COVID-19 pandemic. As such, no prior attainment data is available.

  Shading indicates whether the proportion of the school’s pupils who achieved the expected standard at key stage 2 was above or belowmore the national proportion. The shading appears if the school value is at least 1 standard deviation away from the national value. If the proportion was in line with the national value, the text ‘Close to national’ is displayed. If the number of pupils in the cohortoverall was 10 or below, the text ‘Small cohort’ is displayed.cohort.

  Ethnicity

  Data source: the DfE’s January school census for 2024.

  The chart displays the ethnic groups within the whole school. There are 17 possible ethnic groups:

  • 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

  For this section, ‘Any other ethnic group’, ‘Parent/pupil preferred not to say’ and ‘Ethnicity not known’ are included.included, so may appear in the top 5 largest groups.

  The corresponding national value for each group is displayed.displayed on its respective bar.

  IfBars are displayed for the whole school hasand a sixth form,form a(where separateapplicable).

  Prior ethnicityattainment

  The chartprior willattainment betable displayed.presents how pupils in school performed at the previous key stage in relation to their year group.

  SEN

  For characteristics

  2023 prior attainment:

  • Datathere source:is no prior attainment data for Years 8 and 9 because of the DfE’sCOVID-19 Januarypandemic

  • it schoolis censusbased on those achieving the expected standard at key stage 2 for 2024Years 7, 10 and GIAS11

  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 value. If pupils were in line with the national value, a dash is shown. If the number of pupils was 10 or below, an ‘X’ is shown.

  There was no data available for 16 to 18 prior attainment in 2022. This is because these pupils did not take key stage 4 exams in 2020, because of the COVID-19 pandemic.

  Prior attainment for Years 1 to 6 are no longer displayed in the IDSR. service.This is due to a lack of data in 2023 and in future years.

  SEND characteristics

  The January 2023 census provides data for this table. The table displays the number of pupils in the school who have SENSEND and what the primary need category is. The 2 halves of the table represent pupils who have SENSEND support and pupils who have an EHC plan.

  It also shows what year the pupil is in. The textsection above the tables displays if the school has any resourced provision. This could be a SENSEND unit, resourced provision or both. The capacity representswill represent the capacity of the provision displayed. The type of SEN provision will list, where applicable, the type of SENspecial educational need provided for. This section also displays how many pupils with SENSEND have receivedbeen in receipt of FSM at any time during the last 6 years and/or are children looked after (CLA) (in the care of the local authority for a day or more or who have been adopted from care).

  SENSEND units are special provisions within a mainstream schoolschool. whereThese theunits pupilscontain with SEN are taught within separate classes forto atteach leastpupils halfwith ofSEND. theirThese time. Units:units:

  • arereceive designatedextra byfunding from the local authority specifically for making SEN provision, and sometimes accommodate pupils registered at other schools on a part-time basis

  • receive funding per place, and usually top-up funding for any additional costs of support required by individual pupils

  • cater for a specific type or types of SENSEND (for exampleexample, autistic spectrum disorder)disorders)

  • are usually for pupils with anstatements or EHC planplans (but maythis alsois providenot support for pupils with SEN support)required)

  SchoolsResourced shouldprovision onlyrefers useto this indicator where the SEN unit has been formally recognised as such by the local authority where the school is located.

  Resourced provisions are places that are reserved at a mainstream school for specific pupils with a specific type of SENSEND,. taughtThe forpupils atlearn least half of their time within mainstream classes,classes but requiringrequire a base and some specialist facilities around the school.facilities.

  Resourced provisions:provision:

  • arereceives designatedextra byfunding from the local authority specifically for making this kind of SEN provision

  • receivecaters funding per place, and usually top-up funding for any additional costs of support required by individual pupils

  • cater for a specific areatype or areastypes of SEN, (forfor example specific learning difficulties)difficulties

  • areis usually for pupils with anstatements or EHC plan,plans, but couldthis includeis pupilsnot with SEN supportrequired

  The capacity of the SEN unit and/or resourced provisionprovision, willcapacity alsoand be displayed alongside the type of SEN provision.

  Schools should only use this indicator where the resourced provision hasinformation beencomes formally recognised as such by the local authority where the school is located.

  Most pupils placed in units will have an EHC plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

  The trust

  Data source: the Ofsted inspection outcome data and the DfE’s GIAS service as at the month of the release.service.

  ThisThe sectioncapacity provides information about the multi-academy trust (MAT) that the school belongs to. It only applies to schools that are part of a MAT.

  It will have information about the number of schools in the trust and their latest inspection outcomes. Schools inspected in the academic year 2024/25 will not receive an overall effectiveness grade.

  The grade profile of schools within a MATSEND willunit displayand/or theresourced outcomesprovision that schools have received under their current URNs. It will bealso split into 2 sections:

  • schools last inspected before September 2024

  • schools inspected from September 2024 onwards

  In both instances, the latest inspection outcome, which could relate to either a graded or ungraded inspection, will be displayed.displayed Ifalongside a school’s grade was received before it joined the MAT,type the school will be counted in the ‘not yet received graded or ungraded inspection’ group until it is inspected as part of the MATSEN. provision.

  Staffing

  Data source: the Education and Skills Funding Agency’s 2022/23 ‘view my financial insights’ data, and the DfE’s November 2023, 2022, 2021 and 2020 school workforce census data

  The staffing section of the IDSR presents information on several areas relating to staffing.

  The proportion of education support staff relative to teaching staff

  This sentence is based on data from the Department for Education’s School Workforce Census (November 2022). It reports on the proportion of education support staff relative to teaching staff in the latest year and, where applicable, the 2 previous years.

  Example sentence

  The proportion of education support staff relative to teaching staff was in the lowest 20% of all schools in 2023,2022, 20222021 and 2021.2020.

  Per-pupil spending on staff-related areas

  This sentence highlights areas of high and low spendingexpenditure in the latest year, when compared with similar schools, inrelating to the following staff-relatedstaffing-related areas:

  • agency supply teaching staff

  • education support staff

  • educational consultancy

  • staff development and training

  • supply teaching staff

  • teaching staff

  Example sentence

  Per-pupilPer pupil spending was in the lowest 20% of similar schools in 2022/232021/22 for: education support staff.

  SpendingExpenditure on teaching staff includes:

  • costs for teachers employed directly by the school, including supernumerary/peripatetic teachers on short-term contracts

  • all contracted full-time and part-time teachers paid within the scope of the Education Act 2002

  • gross pay, including allowances, maternity pay and the employer’s contributions to national insurance and teachers’ pensions

  • teaching and learning responsibilities (TLR)

  It excludes:

  • any teachers employed casually and directly, for example supply teachers

  • any teachers not employed directly by the school, for example agency staff

  SpendingExpenditure on salaries and wages for supply teachersteaching staff consists of gross pay,pay including allowances, maternity pay and the employer’s contributions to national insurance and pensions.superannuation.

  This applies to staff employed directly by the school who are covering:covering absence for:

  • curriculum release absence

  • long-term absence

  • sickness absence

  • training absence

  It excludes supply teachers who are not employed directly by the school (that is, who are paid through an agency or another third party), regardless of the period of cover.

  SpendingExpenditure on agency supply teaching staff relates to the money paid to an agency for teachersteaching whostaff that have been brought in to cover teacher absence.

  This includes cover of any period and for all reasons,reasons including illness, absence for training and any leave.

  It excludes supply teachers employed directly by the school.

  Spending:Expenditure: similar schools comparator 

  By default, schools are compared withagainst the 30 schools most statistically similar in the same sector (academy or maintained). These are based on pupil characteristics. Initially, a school is matched to the 60 schools that are most statistically similar. From that long list, schools in the same region are automatically selected for the final list of 30.30, Thewith the rest of the group is then made up by prioritising the most statistically similar schools.

  The 30 default schools that make up this comparator group arehave been selected based on similarities in pupil characteristics:

  • school phase or type

  • region

  • boarding or non-boarding type

  • number of pupils

  • percentage of pupils eligible for FSMfree school meals

  • percentage of pupils with SENSEND, or proportion of various SENSEND provisions for special schools

  Teacher absence

  A sentence givesshows the percentage of teachers with at least 1 period of sickness absence comparedversus with the national rate for the latest 32 years.

  Another sentence reports on the average number of days lost to teacher sickness absence in the latest year only.

  Example sentences

  • The percentage of teachers with at least 1 period of sickness absence was significantly above national in 2022/23.2021/22.

  • 2 days on average were lost to teacher sickness absence in 2022/23.2021/22. This was in the lowest 20% nationally.

  Sickness absence data collected in the November 2021 census relating to the 2020/21 year wasis affected by the COVID-19 pandemic.

  It is not possible to draw accurate comparisons with previous time periods becausedue of,to forfactors example,including partially limited school openings, onlinedelivery teachingof education through virtual means in some schools,cases, and potential differences in the wayrecording of sickness absenceabsence. was recorded. The figures relate to sickness absence only and do not include non-attendance due to, for example, isolation and shielding.

  Data on school workforce attendance during the pandemic has been collected through the DfE’s education settings survey.

  Staff retention

  Example sentences

  • At the time of the November 20232021 census, there was 1 full-time vacant teacher post in the school.

  • Staff turnover was in the highestlowest 20% in: 2022,in 2021.2019.

  Information on staff turnover as at the 2021 school workforce census is calculated using the number of full-timefull time equivalent (FTE) turnover leavers and the total FTE staff at the school. A school iswill consideredbe tohighlighted haveas having high staff turnover if itsthe turnover rate was in the highest 20% in any of the previouslatest 3 years. Low staff turnover is not highlighted. Special schools are compared with primaries.

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

  Absence

  School

  DataThe source: the DfE’s 2023/24published (1school term),workforce 2022/23information (3provides term)data andfor 2021/22the (3vacant term)post academicmeasures yearas data.at November 2022.

  ThisThe sectionDfE containsalso tablessupplies showingthe whenstaff aturnover school’ssource percentagedata.

  Links to alternative provision and other providers

  This section of absencethe orIDSR persistentprovides absenteesinformation wasabout inlinks the highestschool orhas lowestwith 20%other types of allprovision, schoolsincluding oralternative ofprovision.

  The similarfirst schools.sentence Similarshows meanshow themany samepupils phase(where ofapplicable) educationmoved into state-funded alternative provision and withwhether athey similarremained levelthere.

  Example ofsentence

  Since deprivationJanuary (in2021, the9 samepupils IDACIhave quintile).moved Specialinto schoolsstate-funded arealternative comparedprovision withfrom this school. All pupils were still in a pupil referral unit at the nationaltime valueof forthe secondaryJanuary schools.2023 census.

  AbsenceThis issection thealso aggregatedprovides totalinformation ofabout allother authorisedschools and unauthorisedalternative absences.provision Aproviders pupilthat ispupils identifiedin asthis aschool persistentwere absenteedual ifregistered theyat missaccording 10%to orthe moreJanuary of2022 theircensus. possibleThe sessions.

  Localnumber authority

  Dataof source:pupils at the DfE’sschool 2024/25is pupilshown attendance in schoolsbrackets.

  Example data.sentence

  ThisAccording sectionto containsthe aJanuary table2023 showingcensus, absencepupils data,at forthis theschool currentwere academicalso year,registered forat the localfollowing authorityproviders:

  • Primary in– whichSchool theA school– isURN located.XXXXXX The(1)

  Absence

  Absence

  Absence IDSRdata willis display,based on 3 terms for the2022/23 sameand phasefor as2021/22. theA school,table theshows localwhen authority’sthe school percentage of absence foror persistent absentees was in the previoushighest academicor yearlowest and20% for theall mostschools recentor weekfor aboutsimilar whichschools. weSimilar holdmeans data.the Thesame tablephase willof alsoeducation showand whenwith thesea aresimilar inlevel theof highestdeprivation or(in lowestthe 20%same forIDACI all localquintile). authorities. Special schools are compared with the national value for secondary schools.

  Absence is the aggregated total of all authorised and unauthorised absences. A pupil enrolment is identified as a persistent absentee if they miss 10% or more of their possible sessions.

  Suspensions and permanent exclusions

  Whole school

  DataService source:children’s theeducation DfEprovider IDSRs’s 2022/23,only 2021/22have suspensions and 2020/21permanent exclusions data for the latest academic year data.available.

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

  Whole school

  This section containsis tablesdivided displayinginto 2 parts:

  • A table providing information about the totalschool numberpercentage of suspensions, pupils with 1 or more suspensions,suspensions and pupils with 2 or more suspensions,suspensions.
  • Supporting sentences about pupils with 102 or more suspensionssuspensions, reasons for suspensions, and the total number of permanentand exclusions. It also contains the reasons for suspensions and permanent exclusionsexclusions, inwhere theapplicable. latestExample year.

    Upsentences to 3 reasons can be recorded. These reasons are recordedshown withoutbelow.

  The weightingtable ordisplays prioritisation. As such, the totalschool numberpercentage of reasons may exceed the total number of suspensions or permanent exclusions.

  The tables for pupils with 1 or more suspensions and pupils with 2 or more suspensionssuspensions, alsowhich displayare the percentage for the school. This is calculated by dividing the number of pupils suspended by the number on roll. These percentages have been calculated for the last 3 years and are displayed in the ‘School %’ row of the table. For each year of data, we have also profiled the school’s suspensions against national comparators, indicating whether the school is in the highest 20%. This is represented in the following rows of the table:

  • ‘Comparison to all schools’ – this profiles the school against all schools inwith the same phase of education. Special schools are compared with the national rate for secondary schoolsschools.

  • ‘Comparison to all schools with a similar level of deprivation’ – this profiles the school against all schools with the same phase of education and with a similar level of deprivation (in the same quintile for the income deprivation affecting children index (IDACI)). This row will not be visible for primary schools – we do not produce the comparison becausedue primaryto schools have very low suspension ratesrates.

  The number of pupils whowith havea beenpermanent permanentlyexclusion excluded is provided for up to the last 3 years. The national average, profiled by phase of education, is alsoincluded included.for the latest year. Special schools are compared with the national rateaverage for secondaryspecial 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. TheAdditionally, datathe onCOVID-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 1 year behind. ItFor example, 2019/20 data was published in July 2021. Suspensions and permanent exclusions data is for thecohorts cohort before the one shown on the context page,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.

  16 to 18Suspensions

  DataFor source:schools with at least 1 pupil with a suspension in 2021/22, a sentence details the DfE’sprevalence 2022/23,of 2021/22repeat suspensions. For schools with between 1 and 2020/2110 academicpupils yearreceiving data.a suspension, the sentence states how many received more than 1. If any pupils received more than 1, 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.

  16Example tosentences

  Of 18the 7 pupils with 1 or more suspensions in this2021/22, section4 relateswere tosuspended Yearson 12,2 13or more occasions and 14,1 wherereceived applicable.10 or more suspensions during the year.

  ThisOf sectionthe contains56 tablespupils displayingwith information1 aboutor more suspensions in 2021/22, 34% were suspended on 2 or more occasions and 10.7% received 10 or more suspensions during the totalyear.

  For numberschools ofwith suspensions,at pupilsleast 1 pupil with 1 or more suspensions andin the2021/22, totala sentence states the number of permanentsuspensions exclusions.and Itany alsoreasons containsaccounting for 10% or more of the school’s suspensions, with their frequency.

  Example sentence

  Of the 13 suspensions in 2021/22, the following reasons each accounted for suspensionsmore andthan 10%: verbal abuse/threatening behaviour against a pupil (5), racist abuse (3), physical assault against an adult (2).

  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.year, profiled by phase.

  UpExample sentence

  There was 1 permanent exclusion in 2021/22. The national average for this year was close to 3zero. reasonsThere canwere benone recorded.in These2020/21 reasonsbut arethere recordedwere without2 weightingin or2019/20.

  For prioritisation.schools Aswith such,at least 1 pupil who received a permanent exclusion, a sentence states the total number of permanent exclusions and the reasons mayfor exceedthese, with their frequency.

  Example sentence

  Of the total2 numberpermanent ofexclusions in 2021/22, both were for theft.

  16 to 18

  16 to 18 in this section relates to Years 12, 13 and 14 where applicable.

  National averages for both suspensions orand permanent exclusions.exclusions are profiled by phase; special schools are compared with the secondary national value.

  The DfE supplies 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 20%). Instead, we presenthave presented suspensions in the same way as permanent exclusions and display the school number and national number. For thethis same reason, the IDSR does not show sixth-form students with 2 or more suspensions for sixth forms or comparisons to schools with 10similar levels of deprivation.

  A sentence will appear stating the number of students at 16 to 18 with 1 or more suspensions,suspensions andin it2021/22, doesif notthere comparewere any. The sentence will also state the schoolnational toaverage schoolsnumber withfor similarthe levelslatest ofyear. deprivation.If there were also suspensions in 2020/21 and 2019/20, this information will also be presented.

  NationalExample averagessentence

  There forwere both2 students at 16 to 18 with 1 or more suspensions andin permanent2021/22. exclusionsThe arenational profiledaverage byfor phase;this specialyear schoolswas are1. comparedThere withwere also 2 in 2019/20 but none in 2018/19.

  Subsequent sentences will appear that state the secondaryreason nationalfor value.the suspension(s) in 2021/22.

  FurtherExample informationsentence

  Of onthe pupil2 exclusionsuspensions statisticsat is16 to 18 in 2021/22, the DfE’sfollowing reasons each accounted for more than 10%: physical assault against a pupil exclusion(1), statisticsphysical methodologyassault publication.against an adult (1).

  Pupil

  Permanent movement

  exclusions

  DataA source:sentence movementappears betweenfor each school stating the DfE’snumber Januaryof schoolpermanent censusesexclusions forin 2022each andof 2023,the aslast well3 asyears, 2021if anddata 2022.is available. The sentence includes the national average for the latest year.

  WeExample havesentence

  There usedwas pupil-level1 datapermanent fromexclusion theat DfE’s16 Januaryto school18 censusin to2021/22. identifyThe pupilsnational whoaverage for this year was 1. There were also 3 in a2020/21 givenand year2 in each2019/20.

  For schoolschools inwith Januaryat least 1 pupil who received a permanent exclusion, a sentence states the total number of onepermanent year,exclusions and whetherthe theyreasons werefor stillthese, inwith their frequency.

  Example sentence

  Of the same2 schoolpermanent exclusions at 16 to 18 in January2021/22, ofboth thewere followingfor year.unspecified reasons.

  Pupil movement

  The pupil movement section presents 2 different measures of pupil movement:

  • pupils who were present in Year 10 in the first school census, but not in Year 11 in the second,second census, at the same school

  • pupils who were present in the first school census in Years 7, 8, 9 or 10, but did not appear in the second,second census, at the same school

  We have used pupil-level data from the DfE’s spring school census to identify pupils who were in a given year in each school in January of 1 year, and whether they were still in the same school in January of the following year.

  The pupil movement section of the IDSR only covers pupil movement for secondary Years 7, 8, 9 or 10.

  We do not use the census data from other school terms for this analysis, for example the autumn term census. This may mean that the figures do not match those produced by some schools or local authorities.

  We developed a logistic multi-level model that uses contextual factors to estimate thewhat proportion of pupils that we might expect to leave each school. This is for movements between Years 10 and 11 only. Our analysis shows that these contextual factors are associated with higher levels of pupil movement. The contextual factors that the model takes into account are pupils’ and schools’ characteristics. Pupil movement between Years 10 and 11 may be highlighted as ‘significant’ if pupil movement was higher than estimated by the model.

  The following are the pupils’ characteristics:

  • gender

  • eligibility for FSMfree school meals in the past 6 years

  • speaking English as an additional language

  • key stage 2 attainment (low, middle, high or not present in key stage 2)

  • having SENSEND, especially social, emotional or mental health issues

  • being in either the White Irish Traveller or White Roma ethnic group

  • being looked after by a local authority

  • IDACI of home postcode

  The model also takes into account whether the school area is urban.

  This section of the IDSR also provides information about pupils who have left the school and then do not appear in the subsequent DfE January school census in one of the following school types:

  • maintained nursery

  • primary

  • middle deemed primary

  • middle deemed secondary

  • secondary

  • all-through

  • special schools (including non-maintained special schools)

  • pupil referral units/alternative provision (PRU/AP)

  • academies (including free schools, university technical colleges (UTCs) and studio schools)

  • city technology colleges (CTCs)

  There are destinations outside of the census that the pupil may have moved to, which theschools school may have information about that they can share with inspectors.

  LinksProgress to alternative provision and otherattainment providers

  Dataat source:key thestages DfE’s1 summer term 2024 alternative placements data.

  The table shows information about alternative provision placements. This section will appear for all schools that submitted information on alternative provision placements in the latest data.

  The placements include alternative provision, companies, providers registered with the UK Register of Learning Providers, further education and other schools.

  The total number of pupils is shown, as well as the number of pupils attending full time and part time. Numbers in brackets are additional pupils who were attending the alternative provision but left during the census period.

  Example

  URN	UKPRN	Companies House number	Postcode	Provider type	Provider name	Total pupils	Full time	Part time
  123456	-	-	AB1 2AB	Free Schools Alternative Provision	Example Academy	4 (2)	2 (1)	2 (1)

  In the example school above, 6 pupils in total were placed at the alternative provision; 3 of these were part time and 3 were full time. However, the total pupils column shows that 4 pupils remained in the placement at the end of the census period, with 2 having left during the census period. The final‘progress 2 columns show that 1 full-time pupil and 1attainment part-time pupil left during the period.

  Attainment in phonics and at key stagestages 2

  Data1 source: the DfE’s provisional 2024, final 2023 and final2’ 2022 data.

  The table displays where measures are significantly above or below thenational, national value, alongside the associated percentile. The cohort, school value and national value are also displayed.

  Arrows indicate whether the school’sschool value, when compared with the national value, has changed. A dark shaded upward arrow indicates that the school difference betweenfrom the school’s value and the national value has increasedimproved sincefrom the comparator year (a(difference difference of at least 2 standard deviations). AnA upward arrow in a lighter shade upward arrow indicates that the school difference betweenfrom the school’s value and the national value has increasedimproved slightly sincefrom the comparator year (difference of at least 1 standard deviation). Arrows pointing downwards indicate that the difference betweento the school’s value and the national value has decreased,become worse, with the same shading rules. A horizontal line means that the differenceschool between the school’s value and the national value is similar to the difference between its value and the national value in the comparator year (the(difference difference was less than 1 standard deviation or there were 10 or fewer pupils).

  In the ‘1 year’ column we compare 2023 and 2022 data. In the ‘4 year’ column we compare 2023 and 2019.

  A standard deviation is a measure of how dispersed the data is in relation to the mean. ALow, smallor small, standard deviation indicates that data is clustered tightly around the meanmean, and ahigh, largeor large, standard deviation indicates that data is more spread out.

  The following measures are contained in this section:

  • phonics Year 1 meeting the expected standard

  • key stage 1 reading meeting the expected standard

  • key stage 1 writing meeting the expected standard

  • key stage 1 mathematics meeting the expected standard

  • key stage 2 reading progress

  • key stage 2 writing progress

  • key stage 2 mathematics progress

  • key stage 2 reading meeting the expected standard

  • key stage 2 reading achieving the higher standard

  • key stage 2 writing meeting the expected standard

  • key stage 2 writing achieving greater depth

  • key stage 2 mathematics meeting the expected standard

  • key stage 2 mathematics achieving the higher standard

  • key stage 2 reading, writing and mathematics (RWM) meeting the expected standard

  • key stage 2 English grammar, punctuation and spelling (EGPS) meeting the expected standard

  • key stage 2 EGPS achieving the higher standard

  • key stage 2 multiplication tables check (MTC)

  AdditionalPlease sentencesnote willfor beMTC displayedmeasure belowit theis tablenot aboutpossible to compare performance against 2019 because the outcomesassessment only became statutory in 2022. Hence the phonics‘4 screeningyear’ checkcolumn will show ‘no data’ for bothall Yearschools 1for andthis Yearmeasure.

  Additional 2sentences pupilswill (wherebe relevant).displayed Thebelow sentencesthe show:table showing:

  • the total number of pupilsYear who1 werephonics eligiblepupils toand be screened for phonics

  • how many of them satdid thenot checkmeet (andthe howexpected manystandard. didWhere not,the wherenumber applicable)

  • details of how many pupils who did not meet the expected standard (whereis applicable)

  • greater than 10, the average mark for those pupils whois didgiven. notThe meetsentence thealso expectedprovides standarddetails (whereof thehow numbermany pupils did not meetingsit the standardtest, waswhere greater than 10)applicable.

• Examplethe sentence

  Theretotal werenumber 59of pupilsYear who2 were eligible for the phonics screeningpupils checkand inhow Yearmany 1 in 2024; 54 of them satdid meet the checkexpected andstandard.

The numberinitial release of pupilsthe whoIDSR didwill not sitinclude the phonicsMTC screeningdataset checkas includesthis (whereis applicable)received thelater numberthan whoother wereprimary absent, the number who were disapplied, and the number where there was maladministration.  measures.

You can find more information on the accountability measures in this DfE guidance document:

• primary school accountability

SubjectKey entries at key stage 4 subjects

Data source: the DfE’s final 2023, final 2022 and final 2021 data.

English Baccalaureate entry

The English Baccalaureate (EBacc) is a set of subjects at GCSE that keeps young people’s options open for further study and future careers. The EBacc consistsrequires ofpupils to have studied English language and literature, mathematics, science, geography or history, and a language. A pupil must have studied all of these subjects to be considered as having entered the EBacc. The DfE has published further guidance about the EBacc.

The EBacc entry data is calculated using early entry and discounting rules. This means that pupils who entered EBacc subjects in the2022 previous year will have those entries counted towards their EBacc entry rate in the latest year.2023.

TheA sentence belowis willshown appear for every school where there were at least 11 pupilspupils. reached the end of key stage 4 in the latest year. This describes the EBacc entry rate for the school in the2023. latestAnother year. It may be followed by another sentence thatshows details the subject cluster with the lowest rate of EBacc entry (if the entry rate foris that cluster was below 75%). This could be either English, mathematics, science, humanities or languages.

Subject entries tableat key stage 4

This section shows the subjects that this school entered for in the2023, latest2022 3 years and the2021. number of entries for each. It also highlights if the school had a high or low average point score in a particular subject compared withto other schools, where applicable.

The entries figure represents the number of exam entries in a given subject, rather than the number of pupils entered. Exam entries are counted in the academic year when the pupil who entered for the exam reached the end of key stage 4. Therefore, if a pupil was entered for the same subjectqualification in 2 different exam seasons, this would count as 2 entriesentries. in the academic year when they finished their key stage 4 study. As an example, imagine a pupil who was entered for GCSE English literature when they were in Year 10, then was entered again for GCSE English literature when they were in Year 11 in the latest year. This would count as 2 entries into English literature GCSE in the latest performance year. Discounting has not been applied to this table and it includes entries that may not have counted in performance measures. Early entries were not included in 2021.

The purple shading is darker where there was a greater number of entries. Subjects are grouped by EBacc, and sector subject area,area and then listed alphabetically by subject. EBacc subjects are presented at the top by default. The sector subject areas are based on those listed in the qualification descriptions.

A shaded box and corresponding text will appear if the average point score for pupils in a particular subject is in the highest or lowest 20% of all schools and only if entry levels were at or above national entries. Cohorts of 10 or fewer will not be highlighted.

Qualification type is also included, which covers the following:

• AS

• EBacc AS

• EBacc GCSE

• EBacc levelL1/L2 1/level 2 certificatecert

• free-standingFree-Standing mathsMaths level 3

• GCSE

• gradedGraded music

• levelL1/L2 1/level 2 certificatecert

• levelLevel 1

• levelLevel 1/2

• levelLevel 2

• otherOther at level 1

• otherOther at level 2

Please note that for technical awards, any entries for a level 1 qualification may be grouped with those for the level 2 qualification in the same subject. Such figures will be represented as a single row where the ‘Qualification type’ is listed as ‘Level 1/2.’

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

Progress and attainment at key stage 4

Data source: the DfE’s final 2023, final 2022 and final 2019 data.

The ‘progress and attainment at key stage 4’ table displays where measures are significantly above or below the national value, alongside the associated percentile. The cohort, value and national value are also displayed.

Arrows indicate whether the school’sschool value, when compared with the national value, has changed. A dark shaded upward arrow indicates that the school difference betweenfrom the school’s value and the national value has increasedimproved sincefrom the comparator year (a(difference difference of at least 2 standard deviations). AnA upward arrow in a lighter shade indicatesupward thatarrow theindicates difference between the school’sschool valuedifference andfrom the national value has increasedimproved slightly sincefrom the comparator year (a(difference difference of at least 1 standard deviation). Arrows pointing downwards indicate that the difference betweento the school’s value and the national value has decreased,become worse, with the same shading rules. A horizontal line means that the differenceschool between the school’s value and the national value is similar to the difference between its value and the national value in the comparator year (the(difference difference was less than 1 standard deviation or there were 10 or fewer pupils).

In the ‘1 year’ column we compare 2023 and 2022 data. In the ‘4 year’ column we compare 2023 and 2019.

A standard deviation is a measure of how dispersed the data is in relation to the mean. Low, or small, standard deviation indicates data is clustered tightly around the mean, and high, or large, standard deviation indicates data is more spread out.

The following measures are contained in this section:

• overallOverall Progress 8

• English element of Progress 8

• mathematicsMathematics element of Progress 8

• EBacc element of Progress 8

• openOpen element of Progress 8

• overallOverall Attainment 8

• English element of Attainment 8

• mathematicsMathematics element of Attainment 8

• EBacc element of Attainment 8

• openOpen element of Attainment 8

• scienceScience value added

• languagesLanguages value added

• humanitiesHumanities value added

• EnglishScience % at grade 4 or above/grade 5 or above

• mathematicsLanguages % at grade 4 or above/grade 5 or above

• scienceHumanities % at grade 4 or above/grade 5 or above

• languages % at grade 4 or above/grade 5 or above

• humanities % at grade 4 or above/grade 5 or above

You can find more information on the accountability measures in this DfE guidance document:

Secondary accountability measures (including Progress 8 and Attainment 8)

Destinations afterat key stage 4 (2021 leavers)

Data source: the DfE’s revised 2020/21, revised 2019/20 and revised 2018/19 data.

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

The destinationdata informationfor inthe thislatest sectionyear relates to the pupils who were‘sustained destinations’ in key2021/22. stageThis 4means 2those years before the pupils towho whichreached the latestend performanceof datakey instage the4 IDSRin relates,2020/21. andThe whorow haveheader sustaineddisplays theirthe destinationyear forof 6completed monthseducation afteras completingthe keylatest stageyear.

For 4.a Informationdestination onto count, pupils frommust the same cohort who did not sustain theirparticipation destination for 6a months6-month is also presented alongside the category where no activity beyond key stage 4 was captured.period.

Blue boxes will indicate if a figure was, statistically, significantly above the national average. Orange boxes will indicate ifwhen a figure was, statistically, significantly below the national average.

If data has been suppressed becausedue theto cohortsmall wascohorts, small, then ‘small cohort’ will be shown in the table. ThisCohort suppression in this table follows the rules used by the DfE.

AService separatechildren’s tableeducation willprovider be presented for disadvantaged pupils. The national figure in this table is the national average for all other pupils who are not disadvantaged. Disadvantaged pupils are those who were eligible for FSM at any time during the last 6 years and looked after children (in the care of the local authority for a day or more or who have been adopted from care).

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

16 to 18 qualification types and retention

DataThe source qualification type:type thetable DfE’sis finalbased 2023,on final 2022data andfor final2023. 2019The data.

Dataretention sourcetable retention:is thebased DfE’son final 2023,data finalfor 2022 and final 2019 data.2023.

Qualification types

This table displays the proportion of students undertaking each type of qualification.

Students may be working towards more than one 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 percentages may not add up to 100.

Below the table is a sentence thatwhich appearsis presented when there is something significant or exceptional to highlight aboutfor the proportion of students who have not takentaking any level 3 or level 2 DfE-approved qualification in the2023. latest year. This highlights when a school is in the highest or lowest 20% nationally for the latest year or the latest 2 years.

A sentence will also be shown if the school is delivering T levels in 2023/24, as shown in published DfE data.

Retention on main study programmes

This section provides data on the extent to which a provider retainedretains students to the end of the main learning aim of their study programmeprogramme. in the latest 3 years. The measure used in this section is ‘retainedretained and assessed’.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

SinceFrom 2019, only technical certificates havewill beenbe 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 16guidance toon 18technical qualificationsand guidancevocational listsqualifications allcontains the lists of qualifications that count in the2019 performance tables each year from 2018 to 2026. The DfE also publishes further guidance about 14 to 19 technical and applied qualifications.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.

Subject entries at 16 to 18

Data source:subjects the– DfE’slevel final 2023 and final 2022 data.

3

This section shows the subjects the school entered pupils for inby thethis latestschool 2in years2023 and the number of entries for each.2022.

The entries figure represents the number of exam entries in a given subject, rather than the number of pupils entered. Exam entries are counted in the academic year when the pupil who was entered for the exam reached the end of their 16 to 18 course of study. Therefore, if a pupil was entered for the same subjectqualification in 2 different exam seasons, this would count as 2 entriesentries. in the academic year when they finished their course of study. As an example, imagine a pupil who was entered for a technical certificate in business studies when they were in Year 12, then was entered again when they were in Year 13 in the latest year. This would count as 2 entries into the business studies technical certificate in the latest performance year. Discounting has not been applied to this table and this includes entries that may not have counted in performance measures.

The purple shading is darker where there was a highergreater number of entries. Subjects are grouped by subject cluster and listed alphabetically,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 16 to 18.

ProgressAttainment and attainment at 16 to 18

Data source: the DfE’s final 2023, final 2022 and final 2019 data.

The ‘attainment at 16 to 18’ table displays where measures are significantly above or below the national value alongside the associated percentile. The cohort, value and national value are also displayed.

Arrows indicate whether the school’sschool value, when compared withto the national value, has changed. A dark shaded upward arrow indicates that the school difference betweenfrom the school’s value and the national value has increasedimproved sincefrom the comparator year (a(difference difference of at least 2 standard deviations). AnA upward arrow in a lighter shade indicatesupward thatarrow theindicates difference between the school’sschool valuedifference andfrom national value has increasedimproved slightly sincefrom the comparator year (a(difference difference of at least 1 standard deviation). Arrows pointing downwards indicate that the difference betweento the school’s value and national value has decreased,become worse, with the same shading rules. A horizontal line means that the differenceschool between the school’s value and the national value is similar to the difference between its value and the national value in the comparator year (difference was less than 1 standard deviation or there were 10 or fewer pupils).

In the ‘1 year’ column we compare 2023 and 2022 data. In the ‘4 year’ column we compare 2023 and 2019.

A standard deviation is a measure of how dispersed the data is in relation to the mean. Low, or small, standard deviation indicates that data is clustered tightly around the mean;mean, and high, or large, standard deviation indicates that data is more spread out.

The following measures are contained in this section:

• A level average point score

• techTech level average point score

• bestBest 3 A levels average point score

• appliedApplied general average point score

• A level AAB %

Destinations after 16 to 18 (2021 leavers)

Data source: the DfE’s revised 2020/21, revised 2019/20, and revised 2018/19 data.

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 that was 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 destinationdata informationfor inthe thislatest sectionyear relates to the 16pupils towho 18‘sustained cohortdestinations’ fromin 22021/22. yearsThis beforemeans thethose cohortpupils aboutwho whichreached the latestend performanceof datakey instage the4 IDSRin relates,2020/21. andThe whorow haveheader sustaineddisplays their destination for 6 months after completing 16 to 18 education. Information on pupils from the sameyear cohortof whocompleted dideducation notas sustain their destination for 6 months is also presented alongside the categorylatest where no activity beyond 16 to 18 was captured.year.

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.

If data has been suppressed becausedue theto cohortsmall wascohorts, small, then ‘small cohort’ will be shown in the table. ThisCohort suppression in this table follows the rules used by the DfE.

A separate table will be presented for disadvantaged pupils. The national figure in this table is the national average for all other pupils who are not disadvantaged. Disadvantaged pupils are those who were eligible for FSM at any time during the last 6 years and looked after children (in the care of the local authority for a day or more or who have been adopted from care).

For the destinations, the DfE uses 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: 2022,’, which includes full definitions of the measures used and further breakdowns of the data.

Pupil groups

DataPupil source:group thedifferences DfE’s provisional 2024 (primary), final 2023 (secondary) and 2023/24 (1 term) absence academic year data.

Differences between pupil groups can be meaningless when analysed at school level, particularly when the groups arerelate small.to small cohorts. The conversation should be about meeting the needs of all pupils.

This section may contain up to 3 tables of measures, depending on the school phase. The ‘Primary’ and/or ‘Secondary’ tables display the performance of pupil groups at the corresponding phase of education. Measures are generated for the pupil groups FSM6FSM and/or M (CLA) and low/middle/high prior attainers. The ‘Absence’ table displays if the school’sschool absence percentage is in the highest or lowest 20% of pupils eligible for FSM, pupils with SENSEND and pupils whowith speak English as an additional language. Only the latest year’s data is assessed in this section. Cohorts of less than 11 arewill not be included in this section.

For the tables of performance measures, shaded boxes and text will appear for a pupil group measure (such as the Progress 8 average for low prior attainers) where the following 2 conditions are both met:

1. The pupil group measure isshows significantlya differentsignificant fromdifference to the national comparator for that pupil group. It may be either significantly above or significantly below the comparator

2. The national comparison for the pupil group measure isdiffers differentto fromthat of the national comparison for the whole school (all pupils), that is, the Progress 8 average for all pupils

For example, if Progress 8 for all pupils iswas not significantly different fromto the national figure but Progress 8 for low prior attainers iswas significantly above thenational, national figure, the low attainers group will be highlighted. If Progress 8 for all pupils and Progress 8 for low prior attainers arewere both significantly above thenational, national figure, then the group will not be highlighted. All possible combinations of national comparisons for a pupil group measure and national comparisons for the whole school are illustrated in the table below, along with whether that combination will result in the measure appearing in this section.

Comparison to national for whole school	Comparison to national for pupil group	Will the measure appear?
Significantly above national	Significantly above national	No
Significantly above national	In line with national	No
Significantly above national	Significantly below national	Yes
In line with national	Significantly above national	Yes
In line with national	In line with national	No
In line with national	Significantly below national	Yes
Significantly below national	Significantly above national	Yes
Significantly below national	In line with national	No
Significantly below national	Significantly below national	No

The text and shading are based on significance when compared with the corresponding national value for each measure, except for the FSM and/or CLA pupil group,group which is compared with the national figure for pupils who are not FSM and/or CLA.

Primary

PriorWe no longer include prior attainment groups for key stage 21 arein notthis availablesection thisof year,the asIDSR keydue stageto 2lack pupilsof didprior notattainment havedata.

For key stage 12, assessmentsprior dueattainment togroups theare COVID-19based pandemic.on Thisoverall meanskey thestage only1 groupprior thatattainment, couldwhich beis displayedcalculated inusing thisan sectionaverage isof FSM6the and/orEnglish CLA.and mathematics components.

Pupil groupgroups measures are based on the expected standard and do not appear for the high standard.

It was not possible to flag group measures for phonics attainment; this is due to the spread of the data.

It was not possible to flag group measures for attainment in MTC; this is because we do not receive details of pupil prior attainment or characteristics in the MTC results data.

Secondary

Prior attainment groups are based on overall key stage 2 prior attainment, which is calculated using reading and mathematics.

Absence

Absence measures are generated for pupils eligible for FSM, pupils with SENSEND and pupils whowith speak English as an additional language.language They(EAL) and are based on 2022/23 data from(3-term the latest academic year.absence).

For the ‘Absence’ table, the shading and text generally follow the same rules as for the tables of performance measures, except that,that for absence,absence the text and shading are based on quintile (highest/lowest 20%). For example, if the school’sschool percentage of persistent absentees for all pupils iswas not in the highest 20% nationally, but the school percentage of persistent absentees for pupils with SENSEND iswas in the highest 20% nationally, the SENSEND pupil group will be highlighted. If the school’sschool percentage of persistent absentees for all pupils and for pupils with SENSEND arewere both in the highest 20% nationally, then the group will not be highlighted.

Further notes

Note that:

• becausedue to small cohorts of low and high prior attainment groupsgroups, are small, it is much less likely thatfor these measures willto appear

• pupil group measures for suspensions and exclusions will not be shown

• pupil group measures for performance for 16 to 18 will not be shown – it was not possible to calculate pupil group measures for 16 to 18 in 2023, because no value-added or completion and attainment data was available becauseas a result of COVID-19COVID-19.

Understanding the data in the IDSR

Statistical significance

Assessment data and information are starting points for inspectors’ discussion with schools. WeStatistical use statistical significance testing is used in the IDSR to draw attention to noteworthy values. These values show when differences in the 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.

For progress measures, the DfE provides Ofsted with the 95% confidence intervals, enabling usthe tostatistical calculatesignificance theto statisticalbe significance.calculated. The DfE publishes guidance about the Progress 8 data and confidence intervals.

There can be slight differences between ‘Compare schoolSchool and collegeCollege performancePerformance in England’ and the IDSR, including for Progress 8,8 because of different rounding methodology. For ‘Compare school and college performance,’performance’ the bandings are calculated fromon rounded data and this is an established convention inwithin the performance tables. They base their bandings, and whether they consider a school’s score to be above or below average (significantly different from 0), on the published value of the confidence interval at 2 decimal places. For example, they do not treat a school with an upper confidence limit of -0.00234, which is rounded up and shown as 0.00, as significantly below average. The IDSR, however, uses unrounded values and will,will for example, show a school with an upper confidence limit of -0.00234 as significantly below average.below.

Statistical significance calculations use cohort size, or number of pupils, in the calculation. Therefore, a large cohort is much more likely to show a statistically significant difference fromto national averages than a small cohort.

Significance calculation for threshold measures

WeA use a normal approximation to the binomial distribution is used to identify statistically significant differences between proportions of pupils.

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:

WeThis applymethodology thisis methodologyapplied 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

Year-on-yearOne-year and 4-year arrows – worked example

School A’s data for the last 2 years is shown below:

Data year	% expected standard	National % expected standard	National standard deviation	Difference from national	Difference in standard deviation
Previous year2022	54%	75%	20%	-21 percentage points	-1
Latest year2023	96%	75%	20%	+21 percentage points	+1

When we compare the difference in standard deviation from one2022 year to the2023, next, the school has moved up by 2 standard deviations (from -1 to +1);+1), therefore,therefore the IDSR will show a dark upward arrow.

Absence and exclusions

TheAbsence firstdata releaseis ofusually the IDSR in eachall academicIDSRs yearby includesDecember absenceeach data.year. This willis bebecause in the form of 1 term data beforeis beingonly updatedprovided withto 2Ofsted termafter and then 3 term later in the academicprimary year.IDSR release.

The permanent exclusions and suspensions data is 1 year behind. For example, 2022/232017/18 exclusions data was published in 2024.July 2019. Exclusions data is for cohorts before the one1 shown on the context page and the number on roll may have changed.

For absence and suspensions, special schools are compared with the national value for secondary schools. For permanent exclusions, special schools are compared with the national valueaverage 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

• 16 to 18

• level 3 value added

Absence and exclusions data:

• school-level exclusions

• 2-term absence

• 3-term absence

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 SENSEND

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

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

TheContextual IDSRinformation providesis contextualprovided information for the group, including the breakdown of the number of pupils with SENSEND by primary special educational need.

Junior and middle schools

A standard sentence explainsappears 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’s performance tables and ASP. This is due to the varying decimal precisions used between organisations.

The FSM6FSM and/or CLA pupil group is compared with the national figure for pupils who are not FSM6FSM and/or CLA.

Prior attainment pupil groups are compared with 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.

16 to 18 cohorts

TheThere are different rules that DfE uses different rules to allocate students to the different measures. The year group characteristics areis based on the census data,data so there may be students whothat are no longer on roll but still allocated to the provider for accountability purposes.

For the destinations, the DfE uses 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 it and are authorised to have access to itthe 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

16 to 18 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 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)

Comparison to national for whole school	Comparison to national for pupil group	Will the measure appear?
Significantly above national	Significantly above national	No
In line with national	No
Significantly below national	Yes
In line with national	Significantly above national	Yes
In line with national	No
Significantly below national	Yes
Significantly below national	Significantly above national	Yes
In line with national	No
Significantly below national	No

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.

GCSE grade group	Average points score boundaries
7–9	6.25 and above
4–6	3.5–6.25
3 and under	0–3.5

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

GCSE grade group	Average points score boundaries
3-9	2.5 and above
2	1.25–2.5
1 and under	0–1.25

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, FSM and/or CLA 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.