Now published: 2018 primary results and related data (pupil population, workforce and finance). Coming in January: 2018 secondary (revised) and 16-18 results (except retention measures) and related data, plus multi-academy trust results. See our publication timetable for full details.
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Sandye Place Academy

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This is revised data for 2017/2018

About these results Click to expand

This page shows revised opens a popup results data for pupils who completed key stage 2 opens a popup in the summer of 2018. These figures were published in December 2018.

Progress score in reading, writing and maths Open help text for Progress score and description opens a popup

Reading

-4.5

Confidence interval

-5.5 to -3.5

England state-funded schools

0.0

Writing

-8.2

Confidence interval

-9.2 to -7.2

England state-funded schools

0.0

Maths

-4

Confidence interval

-4.9 to -3.1

England state-funded schools

0.0

Pupils meeting expected standard in reading, writing and maths Open help text for % of pupils meeting expected standard opens a popup

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School Local authority average England average
Pupils meeting expected standard in reading, writing and maths 35% 62% 64%

Pupils achieving at a higher standard in reading, writing and maths Open help text for % of pupils achieving at a higher standard opens a popup

View as table
School Local authority average England average
Pupils achieving at a higher standard in reading, writing and maths 2% 8% 10%

Average score in reading Open help text for Average score in reading opens a popup

View as table
School Local authority average England average
Average score in reading 102 105 105

Average score in maths Open help text for Average score in maths opens a popup

View as table
School Local authority average England average
Average score in maths 102 104 104

Middle schools

We know from published performance data that pupils at middle schools, on average, have lower progress scores at the end of key stage 2 than pupils at primary schools. 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 and will still have a number of years left at the school. This should be taken into account when comparing their results to schools which start educating their pupils from the beginning of key stage 1.

Results over time

Progress in reading Click to expand

Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school's progress banding is indicative of a change in its performance. For example, a school that had a progress banding of 'average' in 2016 and 'above average' in 2017 is likely to have improved the progress made with its pupils. This measure was first recorded in 2016.

2016
School progress score Open help text for Progress score and description opens a popup -4.4
Confidence interval Open help text for Confidence intervals opens a popup (-6.1 to -3.9) Open help text for Reading progress score for Sandye Place Academy (2016))More score details
Progress description Well below average
Local authority state-funded schools -1.6
England state-funded schools 0.0
2017
School progress score Open help text for Progress score and description opens a popup -4.4
Confidence interval Open help text for Confidence intervals opens a popup (-5.5 to -3.3) Open help text for Reading progress score for Sandye Place Academy (2017))More score details
Progress description Well below average
Local authority state-funded schools -1.5
England state-funded schools 0.0
2018
School progress score Open help text for Progress score and description opens a popup -4.4
Confidence interval Open help text for Confidence intervals opens a popup
Progress description NA opens a popup
Local authority state-funded schools -1.5
England state-funded schools 0.0

Progress in writing Click to expand

Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school's progress banding is indicative of a change in its performance. For example, a school that had a progress banding of 'average' in 2016 and 'above average' in 2017 is likely to have improved the progress made with its pupils. This measure was first recorded in 2016.

2016
School progress score Open help text for Progress score and description opens a popup -14.3
Confidence interval Open help text for Confidence intervals opens a popup (-0.2 to 2) Open help text for Writing progress score for Sandye Place Academy (2016))More score details
Progress description Average
Local authority state-funded schools -1.4
England state-funded schools 0.0
2017
School progress score Open help text for Progress score and description opens a popup -14.3
Confidence interval Open help text for Confidence intervals opens a popup (-15.4 to -13.2) Open help text for Writing progress score for Sandye Place Academy (2017))More score details
Progress description Well below average
Local authority state-funded schools -2.2
England state-funded schools 0.0
2018
School progress score Open help text for Progress score and description opens a popup -14.3
Confidence interval Open help text for Confidence intervals opens a popup
Progress description NA opens a popup
Local authority state-funded schools -1.4
England state-funded schools 0.0

Progress in maths Click to expand

Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school's progress banding is indicative of a change in its performance. For example, a school that had a progress banding of 'average' in 2016 and 'above average' in 2017 is likely to have improved the progress made with its pupils. This measure was first recorded in 2016.

2016
School progress score Open help text for Progress score and description opens a popup -4.9
Confidence interval Open help text for Confidence intervals opens a popup (-6.3 to -4.3) Open help text for Maths progress score for Sandye Place Academy (2016))More score details
Progress description Well below average
Local authority state-funded schools -2.1
England state-funded schools 0.0
2017
School progress score Open help text for Progress score and description opens a popup -4.9
Confidence interval Open help text for Confidence intervals opens a popup (-5.9 to -3.9) Open help text for Maths progress score for Sandye Place Academy (2017))More score details
Progress description Well below average
Local authority state-funded schools -1.7
England state-funded schools 0.0
2018
School progress score Open help text for Progress score and description opens a popup -4.9
Confidence interval Open help text for Confidence intervals opens a popup
Progress description NA opens a popup
Local authority state-funded schools -1.5
England state-funded schools 0.0
2016 2017 2018
School progress score Open help text for Progress score and description opens a popup -5.3 -4.9 -4
Confidence interval Open help text for Confidence intervals opens a popup (-6.3 to -4.3)
Open help text for Maths progress score for Sandye Place Academy (2016))More score details
(-5.9 to -3.9)
Open help text for Maths progress score for Sandye Place Academy (2017))More score details
Progress description Well below average Well below average NA opens a popup
Local authority state-funded schools -2.1 -1.7 -1.5
England state-funded schools 0.0 0.0 0.0

Pupils meeting expected standard in reading, writing and maths Click to expand

This measure was first recorded in 2016

Results over 3 years Open help text for % of pupils meeting expected standard opens a popup

  • School
  • Local authority state-funded schools
  • England state-funded schools
Average % of pupils meeting the expected standard in 2016-2018
2016
School 31%
Local authority state-funded schools 51%
England state-funded schools 53%
2017
School 20%
Local authority state-funded schools 58%
England state-funded schools 61%
2018
School 35%
Local authority state-funded schools 62%
England state-funded schools 64%
2016 2017 2018
School 31% 20% 35%
Local authority state-funded schools 51% 58% 62%
England state-funded schools 53% 61% 64%

Three year average Open help text for Three year average opens a popup

Percentage of pupils meeting the expected standard in 2016-2018
School Local authority state-funded schools England state-funded schools
Average % of pupils meeting the expected standard in 2016-2018 29% 57% 60%

Pupils achieving at a higher standard in reading, writing and maths Click to expand

This measure was first recorded in 2016

Results over 3 years Open help text for % of pupils achieving at a higher standard opens a popup

  • School
  • Local authority state-funded schools
  • England state-funded schools
Average % of pupils achieving at a higher standard in 2016-2018
2016
School 1%
Local authority state-funded schools 3%
England state-funded schools 5%
2017
School 0%
Local authority state-funded schools 6%
England state-funded schools 9%
2018
School 2%
Local authority state-funded schools 8%
England state-funded schools 10%
2016 2017 2018
School 1% 0% 2%
Local authority state-funded schools 3% 6% 8%
England state-funded schools 5% 9% 10%

Three year average Open help text for Three year average opens a popup

Percentage of pupils achieving at a higher standard in 2016-2018
School Local authority state-funded schools England state-funded schools
Average % of pupils achieving at a higher standard in 2016-2018 1% 6% 8%

Average score in reading Click to expand

This measure was first recorded in 2016

Results over 3 years Open help text for Average score in reading opens a popup

  • School
  • Local authority state-funded schools
  • England state-funded schools
Average score in reading for 2016-2018
2016
School 99
Local authority state-funded schools 102
England state-funded schools 103
2017
School 100
Local authority state-funded schools 104
England state-funded schools 104
2018
School 102
Local authority state-funded schools 105
England state-funded schools 105
2016 2017 2018
School 99 100 102
Local authority state-funded schools 102 104 105
England state-funded schools 103 104 105

Three year average Open help text for Three year average opens a popup

Average score in reading for 2016-2018
School Local authority state-funded schools England state-funded schools
Average score in reading for 2016-2018 100 104 104

Average score in maths Click to expand

This measure was first recorded in 2016

Results over 3 years Open help text for Average score in maths opens a popup

  • School
  • Local authority state-funded schools
  • England state-funded schools
Average score in maths for 2016-2018
2016
School 99
Local authority state-funded schools 102
England state-funded schools 103
2017
School 99
Local authority state-funded schools 104
England state-funded schools 104
2018
School 102
Local authority state-funded schools 104
England state-funded schools 104
2016 2017 2018
School 99 99 102
Local authority state-funded schools 102 104 104
England state-funded schools 103 104 104

Three year average Open help text for Three year average opens a popup

Average score in maths for 2016-2018
School Local authority state-funded schools England state-funded schools
Average score in maths for 2016-2018 100 103 104

Results by pupil characteristics

Disadvantaged pupils Click to expand

Evidence shows that, overall, performance of disadvantaged pupils is lower than that of other pupils. This data indicates how well a school does at tackling this difference. Disadvantaged pupils are those who were eligible for free school meals 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).

School disadvantaged pupils Local authority other (non-disadvantaged) pupils England state-funded schools other (non-disadvantaged) pupils
Progress in reading (score, description and confidence intervals) -4.5
(-6.7 to -2.3)
-1.3
(-1.5 to -1.1)
0.3
(0 to 0)
Progress in writing (score, description and confidence intervals) -9.8
(-11.9 to -7.7)
-1.2
(-1.4 to -1)
0.2
(0 to 0)
Progress in maths (score, description and confidence intervals) -3.4
(-5.4 to -1.4)
-1.2
(-1.4 to -1)
0.3
(0 to 0)
Percentage of pupils meeting the expected standard in reading, writing and maths 18% 67% 70%
Percentage of pupils achieving a high standard in reading, writing and maths 0% 10% 12%
Average score in reading 100 105 106
Average score in maths 100 105 105

Prior attainment Click to expand

Prior attainment is the attainment level of a pupil at the end of the previous key stage - key stage 1 opens a popup . These figures indicate how well a school helps all of its pupils to meet their potential. Low prior attainers achieved an average point score of below 12. Middle prior attainers achieved an average point score of 12 or higher and below 18. High prior attainers achieved an average point score of 18 or higher. Pupils without key stage 1 results are not included in these figures. Read more about average point scores.

All pupils Low prior attainers Middle prior attainers High prior attainers
Pupils eligible for key stage 2 assessment 130 4 69 54
Progress in reading (score, description and confidence intervals) -4.5
(-5.5 to -3.5)
SUPP opens a popup -4.7
(-6.1 to -3.3)
-4.2
(-5.8 to -2.6)
Progress in writing (score, description and confidence intervals) -8.2
(-9.2 to -7.2)
SUPP opens a popup -8.6
(-10 to -7.2)
-7.7
(-9.2 to -6.2)
Progress in maths (score, description and confidence intervals) -4
(-4.9 to -3.1)
SUPP opens a popup -4.3
(-5.6 to -3)
-3.4
(-4.8 to -2)
Percentage of pupils meeting the expected standard in reading, writing and maths 35% SUPP opens a popup 14% 59%
Percentage of pupils achieving at a higher standard in reading, writing and maths 2% SUPP opens a popup 0% 4%
Average score in reading 102 SUPP opens a popup 99 106
Average score in maths 102 SUPP opens a popup 99 106

English as an additional language (EAL) Click to expand

Pupils whose first language is not English.

All pupils EAL pupils
Progress in reading (score, description and confidence intervals) -4.5
(-5.5 to -3.5)
SUPP opens a popup
Progress in writing (score, description and confidence intervals) -8.2
(-9.2 to -7.2)
SUPP opens a popup
Progress in maths (score, description and confidence intervals) -4
(-4.9 to -3.1)
SUPP opens a popup
Percentage of pupils meeting the expected standard in reading, writing and maths 35% 83%
Percentage of pupils achieving at a higher standard in reading, writing and maths 2% 0%
Average score in reading 102 106
Average score in maths 102 107

Girls and boys Click to expand

All pupils Girls Boys
Progress in reading (score, description and confidence intervals) -4.5
(-5.5 to -3.5)
-3.7
(-5.3 to -2.1)
-5
(-6.3 to -3.7)
Progress in writing (score, description and confidence intervals) -8.2
(-9.2 to -7.2)
-7.3
(-8.9 to -5.7)
-8.8
(-10.1 to -7.5)
Progress in maths (score, description and confidence intervals) -4
(-4.9 to -3.1)
-4
(-5.5 to -2.5)
-4
(-5.2 to -2.8)
Percentage of pupils meeting the expected standard in reading, writing and maths 35% 35% 35%
Percentage of pupils achieving at a higher standard in reading, writing and maths 2% 2% 1%

Non-mobile pupils Click to expand

Non-mobile pupils are pupils who were at the school throughout both year 5 and year 6.

All pupils Non-mobile pupils
Progress in reading (score, description and confidence intervals) -4.5
(-5.5 to -3.5)
-4.6
(-5.7 to -3.5)
Progress in writing (score, description and confidence intervals) -8.2
(-9.2 to -7.2)
-8.3
(-9.3 to -7.3)
Progress in maths (score, description and confidence intervals) -4
(-4.9 to -3.1)
-3.8
(-4.8 to -2.8)
Percentage of pupils meeting the expected standard in reading, writing and maths 35% 36%
Percentage of pupils achieving at a higher standard in reading, writing and maths 2% 2%
Average score in reading 102 102
Average score in maths 102 102

About this data

Abbreviations Click to expand

  • LOWCOV = Low coverage: shown for the ‘value added’ measure and coverage indicator where schools have less than 50% of pupils included in calculation of the measure
  • NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college
  • NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure
  • NEW = New school or college
  • NP = Not published: for example, we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools
  • SP = Small percentage: the number is between 0% and 0.5%
  • SUPP = Suppressed: In certain circumstances we will suppress an establishment's data. This is usually when there are 5 or fewer pupils or students covered by the measure (10 in the case of destination measures). We avoid making these figures public to protect individual privacy. We may also suppress data on a case-by-case basis.

No data is available or applicable for this school or college. This is normally for one of the following reasons:

  • The school is not state-funded.
  • The school changed school type (for example, converted to an academy) during the 2016 to 2017 academic year, or re-opened after the closure of the previous school on the same site (for example, it became a sponsored academy). In these cases, the 2017 data will be found on the page of the former school, because that is where pupils carried out the majority of key stage 4 opens a popup .
  • The school had no pupils who completed key stage 4 in 2017 - for example, because key stage 4 is new at this school and pupils have so far only completed the first year of their studies.

Provisional 2018 data is not available for this school or college. This is normally for one of the following reasons:

  • The school is not state funded.
  • The school changed school type (for example, converted to an academy) during the 2017 to 2018 academic year, or re-opened after the closure of the previous school on the same site (for example, it became a sponsored academy). In these cases, the 2018 data will be found on the page of the former school, because that is where pupils carried out the majority of key stage 4 opens a popup .
  • The school had no pupils who completed key stage 4 in 2018 - for example, because key stage 4 is new at this school and pupils have so far only completed the first year of their studies.

Pupil absence in 2016/2017

Absence data covers pupils aged 5 to 15 on 31 August 2016, and is for the full 2016/2017 academic year including the second half of the summer term. For schools that opened or closed part way through this period, the absence information will be based on a shorter period. See the absence statistics guide opens in a new window for more information on how we collect and report absence figures.


School England state-funded schools
Overall absence
more info Click to expand

Percentage of possible mornings or afternoons recorded as an absence from school for whatever reason, whether authorised or unauthorised, across the full academic year.

4% 5.4%
Persistent absence
more info Click to expand

The percentage of pupils missing 10% or more of the mornings or afternoons they could attend, meaning that if a pupil’s overall rate of absence is 10% or higher across the full academic year they will be classified as persistently absent.

7.6% 13.5%


Pupil population in 2017/2018

The figures below are for the 2017/2018 academic year. This is the latest year for which performance results have been published.


School National
Total number of pupils on roll (all ages) 472 5035029
Girls on roll 47.9% 48.7%
Boys on roll 52.1% 51.3%
Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan 1.7% 3.1%
SEN Support 14.4% 12.2%
Pupils whose first language is not English 3.6% 21.3%
Pupils eligible for free school meals at any time during the past 6 years 25.4% 24.3%


About this data

You should be cautious comparing absence figures over time, as full academic year absence figures are only available for 2013 to 2014 onwards. In previous years absence data was based on the autumn and spring terms only.

Technical guidance
More detail is available in our methodology and technical documents opens in a new window


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Workforce in 2017/2018

The figures below are for the 2017/2018 academic year, based on the November 2017 school workforce census. This is the latest year for which performance results have been published.

School workforce Click to expand

School England primary schools 2017/18 England secondary schools 2016/17

Teachers:

Total number
more info Click to expand

This is the actual number of all full & part-time, qualified & unqualified classroom and leadership group teachers with a contract of one month or longer working in the school

32 247,455 223,796
Number of full-time equivalents
more info Click to expand

This is the full-time equivalent number of all qualified & unqualified classroom and leadership group teachers with a contract of one month or longer working in the school

31.0 219,859.4 208,217.0
Pupil to teacher ratio
more info Click to expand

This is the ratio of the FTE number of pupils and the FTE number of all teachers in the school. This is a change from previous years to better reflect the numbers of teaching staff in the school and the class sizes they managed.

15.2 20.9 15.6
Average salary per full-time equivalent
more info Click to expand

This is the mean FTE gross salary of all teachers with a contract of one month or longer working in the school. This is a change from previous years to include part-time and unqualified teachers which better reflects average teacher salary.

£37,794 £37,688 £38,378

Teaching assistants:

Total number
more info Click to expand

This is the actual number of all full & part-time teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

13 270,431 63,585
Number of full-time equivalents
more info Click to expand

This is the full-time equivalent number of all teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

9.3 174,290.6 50,116.2

Support staff:

Total number
more info Click to expand

This is the actual number of all full & part-time school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

12 87,157 87,807
Number of full-time equivalents
more info Click to expand

This is the full-time equivalent number of all school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

10.2 57,901.2 73,894.8

About this data Click to expand

Data was collected from local authority maintained nursery schools, primary schools, secondary schools, special schools as well as city technology colleges, academies (including free schools) and pupil referral units.

The census covered all teachers with a contract of 28 days or more, as well as all teaching assistants and other support staff members employed directly by the school. It did not collect data from direct grant nurseries, independent schools, non-maintained special and general hospital schools.

Finance in 2017-2018

This school or college does not provide financial data directly comparable with maintained schools. For further information on this school's finances, visit the Schools financial benchmarking service. opens in a new window

This school provides value for money information through the audited financial statements its academy trust provides. These can be found on the Companies House website opens in a new window .



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