Performance Tables

We know that each of our young people are on a specific journey to reach their potential.  We are proud of the performance and view their paths as the road that makes our journey as a school so special. 

Published pupil outcomes do not reflect the achievement of pupils in the academy as mobility of the school population is so high. The unique nature of the academy is key when analysing data on attainment and progress.  

To view our academy performance data on the DfE comparison website, please click here 

2023 - 2024	Academy	Local Authority	England Average
Pupils meeting the expected standard in Reading, writing and maths	27%	56%	61%
Pupils achieving the higher standard in Reading, writing and maths	4%	5%	8%
Average score in reading	92	105	105
Average score in maths	93	104	104

 

KS1 and KS2 progress scores cannot be calculated for academic years 2023/24 and 2024/25.  This is because there is no KS1 baseline available to calculate primary progress measures for these years due to the Covid-19 disruption.  This also means results broken down by prior attainment can also not be shown.  Attainment measures show how pupils have performed in tests and assessments but do not take pupils' starting points into account.

For more information, refer to the KS2 technical guidance.

Performance of disadvantaged pupils 2022-2023

	Academy	Local Authority	England Average
Progress in reading	-1.85	0.4	0.4
Progress in writing	-0.04	-0.2	0.4
Progress in maths	-2.95	0.1	0.5
Pupils meeting the expected standard in Reading, writing and maths	15%	67%	66%
Pupils achieving the higher standard in Reading, writing and maths	0%	9%	10%
Reading score	TBC	106	106
Maths score	TBC	105	105

 

DfE message: Use 2022/23 school and college performance data with caution.  School performance data for the 2022/23 academic year should be used with caution given the ongoing impacts of the COVID-19 pandemic, which affected individual schools and pupils differently.  School performance data should be considered alongside a range of other information about the school, which could include looking at school websites, reading Ofsted reports, and speaking to the school directly. Conclusions should not be drawn on a single piece of data alone.