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Krishna Avanti Primary School

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Primary (key stage 2) performance in 2016

These figures tell you about performance of pupils at this school at key stage 2(opens a popup) (school years 3 to 6), which are the last four years of the primary phase of education. These figures were published in December 2016 and relate to pupils who completed key stage 2 in the summer of 2016.


Progress in reading, writing and maths

These scores show how much progress pupils at this school made in reading, writing and maths between the end of key stage 1(opens a popup) and the end of key stage 2(opens a popup), compared to pupils across England who got similar results at the end of key stage 1.

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The scores are calculated by comparing the key stage 2 test and assessment results of pupils at this school with the results of pupils in schools across England who started with similar assessment results at the end of the previous key stage – key stage 1.

A score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of key stage 1.

A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 1.

A negative progress score does not mean pupils made no progress, or the school has failed, rather it means pupils in the school made less progress than other pupils across England with similar results at the end of key stage 1.

The majority of schools have progress scores between -5 and +5.

See School performance tables: about the data for more information about how the progress measures are calculated.

Confidence intervals(opens a popup) - It is difficult to say with certainty how much the progress scores are down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (for example some may have performed well at any school). The confidence intervals reflect this uncertainty. If the confidence intervals for two schools overlap, then we can't say for certain that the two progress scores for these schools are significantly different.

Reading Writing Maths
School progress score Confidence interval

+1.4

-0.80 to +3.6

-3.20

-5.40 to -1.00

+3

+1.1 to +4.9
Well above national average(about 10% of schools in England)
Above national average(about 10% of schools in England)
Average(about 60% of schools in England)
Below national average(about 10% of schools in England)
Well below national average(about 10% of schools in England)
Writing
School progress score Confidence interval

-3.20

-5.40 to -1.00
Well above national average(about 10% of schools in England)
Above national average(about 10% of schools in England)
Average(about 60% of schools in England)
Below national average(about 10% of schools in England)
Well below national average(about 10% of schools in England)
Maths
School progress score Confidence interval

+3

+1.1 to +4.9
Well above national average(about 10% of schools in England)
Above national average(about 10% of schools in England)
Average(about 60% of schools in England)
Below national average(about 10% of schools in England)
Well below national average(about 10% of schools in England)
Show chart Click to expand

The chart below shows how this school's progress scores compared with the England and local authority averages. The England average is based on state-funded mainstream schools in England.

Key

School score and confidence interval

Local authority average

Reading
Writing
Maths
-5.00
0.00
National average
+5.00

Percentage of pupils meeting the expected standard in reading, writing and maths

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Pupils are ‘meeting the expected standard’ if they achieve a ‘scaled score’ of 100 or more in their reading and maths tests, and their teacher assesses them as ‘working at the expected standard’ or better in writing. For a more detailed explanation, see Scaled scores at key stage 2, Key stage 2 teacher assessment and Primary school accountability.

School Local authority average England average
Percentage of pupils meeting the expected standard in reading, writing and maths 75% 62% 53%
View as table

Percentage of pupils achieving at a higher standard in reading, writing and maths

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Pupils are ‘achieving at a higher standard’ if they achieve a ‘scaled score’ of 110 or more in their reading and maths tests, and their teacher assesses them as ‘working at a greater depth within the expected standard’ in writing. This standard was set for the first time in 2016 by the Department for Education to provide information about pupils across England achieving in the top 5%. For a more detailed explanation, see Scaled scores at key stage 2, Key stage 2 teacher assessment and Primary school accountability.

School Local authority average England average
Percentage of pupils achieving at a higher standard in reading, writing and maths 0% 6% 5%
View as table

Average score in reading

This score shows how well pupils performed in the key stage 2(opens a popup) reading test.

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This score is known as the reading ‘scaled score’. The score is an average for pupils in the school. The expected standard is a score of 100 or more. The higher standard is 110 or more. For a more detailed explanation, see Scaled scores at key stage 2 and Primary school accountability.

School Local authority average England average
Average score in reading 107 104 103
View as table

Average score in maths

This score shows how well pupils performed in the key stage 2(opens a popup) maths test.

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This score is known as the maths ‘scaled score’. The score is an average for pupils in the school. The expected standard is a score of 100 or more. The higher standard is 110 or more. For a more detailed explanation, see Scaled scores at key stage 2 and Primary school accountability.

School Local authority average England average
Average score in maths 108 105 103
View as table

Additional data

Performance of 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 England state-funded schools other pupils
Progress in reading
more info Click to expand

(Progress score, description and confidence interval)

SUPP(opens a popup) 0.3
Average
(0 to 0)
Progress in writing
more info Click to expand

(Progress score, description and confidence interval)

SUPP(opens a popup) 0.1
Average
(0 to 0)
Progress in maths
more info Click to expand

(Progress score, description and confidence interval)

SUPP(opens a popup) 0.2
Average
(0 to 0)
Percentage of pupils meeting the expected standard SUPP(opens a popup) 60%
Percentage of pupils achieving a 'high' standard SUPP(opens a popup) 7%
Reading score SUPP(opens a popup) 104
Maths score SUPP(opens a popup) 104

Performance by '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. This data indicates how well a school helps all of its pupils to meet their potential. Middle attainers are pupils who achieved level 2 at the end of key stage 1. High attainers achieved higher than level 2 at the end of key stage 1, while low attainers had not achieved level 2 at the end of key stage 1. Pupils without key stage 1 results are not included in these figures.

All pupils Low attainers Middle attainers High attainers
Pupils eligible for key stage 2 assessment 32 0 17 14
Progress in reading
more info Click to expand

Progress score, description and confidence interval

1.4
Average
(-0.8 to 3.6)
NA(opens a popup) 1.3
Average
(-1.7 to 4.3)
1.6
Average
(-1.7 to 4.9)
Progress in writing
more info Click to expand

Progress score, description and confidence interval

-3.2
Below national average
(-5.4 to -1)
NA(opens a popup) -3
Average
(-6 to 0)
-3.3
Average
(-6.6 to 0)
Progress in maths
more info Click to expand

Progress score, description and confidence interval

3
Above national average
(1.1 to 4.9)
NA(opens a popup) 2.8
Above national average
(0.3 to 5.3)
3.2
Well above national average
(0.4 to 6)
Percentage of pupils meeting the expected standard in reading, writing and maths 75% --(opens a popup) 59% 100%
Percentage of pupils achieving at a higher standard in reading, writing and maths 0% --(opens a popup) 0% 0%
Average score in reading 107 --(opens a popup) 104 111
Average score in maths 108 --(opens a popup) 106 112

Performance of pupils who have English as an additional language (EAL) Click to expand

These are pupils whose first language is not English.

All pupils EAL pupils
Progress in reading
more info Click to expand

Progress score, description and confidence interval

1.4
Average
(-0.8 to 3.6)
1.3
Average
(-0.9 to 3.5)
Progress in writing
more info Click to expand

Progress score, description and confidence interval

-3.2
Below national average
(-5.4 to -1)
-3.3
Below national average
(-5.6 to -1)
Progress in maths
more info Click to expand

Progress score, description and confidence interval

3
Above national average
(1.1 to 4.9)
2.8
Above national average
(0.9 to 4.7)
Percentage of pupils meeting the expected standard in reading, writing and maths 75% 74%
Percentage of pupils achieving at a higher standard in reading, writing and maths 0% 0%

Performance of girls and boys Click to expand

All pupils Girls Boys
Progress in reading
more info Click to expand

Progress score, description and confidence interval

1.4
Average
(-0.8 to 3.6)
2.9
Average
(-0.5 to 6.3)
0.4
Average
(-2.5 to 3.3)
Progress in writing
more info Click to expand

Progress score, description and confidence interval

-3.2
Below national average
(-5.4 to -1)
-2.5
Average
(-5.9 to 0.9)
-3.7
Well below national average
(-6.6 to -0.8)
Progress in maths
more info Click to expand

Progress score, description and confidence interval

3
Above national average
(1.1 to 4.9)
2.4
Average
(-0.5 to 5.3)
3.4
Well above national average
(0.9 to 5.9)
Percentage of pupils meeting the expected standard in reading, writing and maths 75% 77% 74%
Percentage of pupils achieving at a higher standard in reading, writing and maths 0% 0% 0%

Performance of 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
more info Click to expand

Progress score, description and confidence interval

1.4
Average
(-0.8 to 3.6)
1.4
Average
(-0.8 to 3.6)
Progress in writing
more info Click to expand

Progress score, description and confidence interval

-3.2
Below national average
(-5.4 to -1)
-3.2
Below national average
(-5.4 to -1)
Progress in maths
more info Click to expand

Progress score, description and confidence interval

3
Above national average
(1.1 to 4.9)
3
Above national average
(1.1 to 4.9)
Percentage of pupils meeting the expected standard in reading, writing and maths 75% 77%
Percentage of pupils achieving at a higher standard in reading, writing and maths 0% 0%

About this data Click to expand

Acronyms and abbreviations

  • 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
  • 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
  • SUPP = Suppressed: Where there are 5 or fewer pupils or students covered by the measure at the school or college, we avoid making these figures public to protect the privacy of those individuals

Further guidance

Read the guidance about using the school performance tables (opens in a new window).

Read more information about the key stages and the national curriculum (opens in a new window).

Absence in 2015 to 2016

Absence data covers pupils aged 5 to 15 on 31 August 2015, and is for the full 2015 to 2016 academic year including the second half of the summer term. See the absence statistics guide for more information on how we collect and report absence figures.

Absence Click to expand

School National
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.

3.8% 4.0%
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 they will be classified as persistently absent.

6% 8.2%


Pupil population in 2015 to 2016

The figures below are for the 2015 to 2016 academic year, which is the latest year for which performance results have been published.

Pupil population Click to expand

School National
Total number of pupils on roll (all ages) 331 4679382
Girls on roll 45% 48.8%
Boys on roll 55% 51.2%
Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan 1.2% 2.6%
Pupils whose first language is not English 89% 20%
Pupils eligible for free school meals at any time during the past 6 years 4.3% 25.4%


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 2015 to 2016

The figures below are for the 2015 to 2016 academic year, based on the November 2015 school workforce census, which is the latest year for which performance results have been published.

School workforce Click to expand

School National

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

14 ---
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

12.8 ---
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.

24.8 20.5
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.

£36,481 £36,827

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 ---
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

11.5 ---

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

4 ---
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

3.9 ---

About this data Click to expand

This information comes from the school workforce census in November 2014 that covered all state funded schools in England.

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 2015 to 2016

This school or college does not provide financial data directly comparable with maintained schools



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