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Heybridge Primary School

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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 50% 63% 61%

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

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School Local authority average England average
Pupils achieving at a higher standard in reading, writing and maths 3% 10% 9%

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

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School Local authority average England average
Average score in reading 100 104 104

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

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School Local authority average England average
Average score in maths 102 104 104

Results over time

These measures were first recorded in 2016, so 2 years of results are shown. You can also download historical performance data back to 1991.

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 final opens a popup 2017 final opens a popup
School 0.5
Average
(-1.4 to 2.4) Open help text for Reading progress score for Heybridge Primary School (2016))More score details
-3.3
Well below average
(-5.5 to -1.1) Open help text for Reading progress score for Heybridge Primary School )More score details
Local authority Average
-0.1
Below average
-0.2
England state-funded schools 0.0 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 final opens a popup 2017 final opens a popup
School 0.8
Average
(-1.1 to 2.7) Open help text for Writing progress score for Heybridge Primary School (2016))More score details
-0.7
Average
(-2.8 to 1.4) Open help text for Writing progress score for Heybridge Primary School )More score details
Local authority Above average
0.5
Average
0.1
England state-funded schools 0.0 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 final opens a popup 2017 final opens a popup
School -3
Below average
(-4.6 to -1.4) Open help text for Maths progress score for Heybridge Primary School (2016))More score details
-1.0
Average
(-2.9 to 0.9) Open help text for Maths progress score for Heybridge Primary School )More score details
Local authority Average
0.1
Below average
-0.2
England state-funded schools 0.0 0.0

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

This measure was first recorded in 2016.

2016 final opens a popup 2017 final opens a popup
School 41% 50%
Local authority 56% 63%
England state-funded schools 53% 61%
England all schools 53% 61%

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

This measure was first recorded in 2016.

2016 final opens a popup 2017 final opens a popup
School 0% 3%
Local authority 7% 10%
England state-funded schools 5% 9%
England all schools 5% 9%

Average score in reading Click to expand

This measure was first recorded in 2016.

2016 final opens a popup 2017 final opens a popup
School 101 100
Local authority 103 104
England state-funded schools 103 104
England all schools 103 104

Average score in maths Click to expand

This measure was first recorded in 2016.

2016 final opens a popup 2017 final opens a popup
School 98 102
Local authority 103 104
England state-funded schools 103 104
England all schools 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 England state-funded schools other pupils
Progress in reading (score, description and confidence intervals) -5.3
Well below average
(-9.0 to -1.6)
0.3
Average
(0.0 to 0.0)
Progress in writing (score, description and confidence intervals) -2.5
Average
(-5.9 to 0.9)
0.2
Average
(0.0 to 0.0)
Progress in maths (score, description and confidence intervals) -3.4
Well below average
(-6.6 to -0.2)
0.3
Average
(0.0 to 0.0)
Percentage of pupils meeting the expected standard 25% 67%
Percentage of pupils achieving a high standard 0% 11%
Average score in reading 94 105
Average score in maths 97 105

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 32 5 21 6
Progress in reading (score, description and confidence intervals) -3.3
Well below average
(-5.5 to -1.1)
SUPP opens a popup -2.0
Average
(-4.7 to 0.7)
-6.5
Well below average
(-11.5 to -1.5)
Progress in writing (score, description and confidence intervals) -0.7
Average
(-2.8 to 1.4)
SUPP opens a popup 0.3
Average
(-2.3 to 2.9)
-1.8
Average
(-6.6 to 3.0)
Progress in maths (score, description and confidence intervals) -1.0
Average
(-2.9 to 0.9)
SUPP opens a popup 1.0
Average
(-1.4 to 3.4)
-2.2
Average
(-6.7 to 2.3)
Percentage of pupils meeting the expected standard in reading, writing and maths 50% SUPP opens a popup 52% 83%
Percentage of pupils achieving at a higher standard in reading, writing and maths 3% SUPP opens a popup 0% 17%
Average score in reading 100 SUPP opens a popup 101 103
Average score in maths 102 SUPP opens a popup 104 107

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) -3.3
Well below average
(-5.5 to -1.1)
NA opens a popup
Progress in writing (score, description and confidence intervals) -0.7
Average
(-2.8 to 1.4)
NA opens a popup
Progress in maths (score, description and confidence intervals) -1.0
Average
(-2.9 to 0.9)
NA opens a popup
Percentage of pupils meeting the expected standard in reading, writing and maths 50% -- opens a popup
Percentage of pupils achieving at a higher standard in reading, writing and maths 3% -- opens a popup
Average score in reading 100 -- opens a popup
Average score in maths 102 -- opens a popup

Girls and boys Click to expand

All pupils Girls Boys
Progress in reading (score, description and confidence intervals) -3.3
Well below average
(-5.5 to -1.1)
-1.3
Average
(-4.5 to 1.9)
-5.2
Well below average
(-8.3 to -2.1)
Progress in writing (score, description and confidence intervals) -0.7
Average
(-2.8 to 1.4)
0.1
Average
(-3.0 to 3.2)
-1.5
Average
(-4.4 to 1.4)
Progress in maths (score, description and confidence intervals) -1.0
Average
(-2.9 to 0.9)
-1.0
Average
(-3.8 to 1.8)
-1.0
Average
(-3.7 to 1.7)
Percentage of pupils meeting the expected standard in reading, writing and maths 50% 60% 41%
Percentage of pupils achieving at a higher standard in reading, writing and maths 3% 0% 6%

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) -3.3
Well below average
(-5.5 to -1.1)
-3.2
Well below average
(-5.5 to -0.9)
Progress in writing (score, description and confidence intervals) -0.7
Average
(-2.8 to 1.4)
-0.8
Average
(-3.0 to 1.4)
Progress in maths (score, description and confidence intervals) -1.0
Average
(-2.9 to 0.9)
-0.8
Average
(-2.8 to 1.2)
Percentage of pupils meeting the expected standard in reading, writing and maths 50% 47%
Percentage of pupils achieving at a higher standard in reading, writing and maths 3% 0%
Average score in reading 100 99
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: Where there are 5 or fewer pupils or students covered by the measure at the school or college (10 in the case of pupil or student destinations measures), we avoid making these figures public to protect the privacy of those individuals.

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. See the absence statistics guide 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.

3.6% 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 across the full academic year they will be classified as persistently absent.

4% 8.3%


Pupil population in 2016/2017

The figures below are for the 2016/2017 academic year, which is the latest year for which performance results have been published.


School National
Total number of pupils on roll (all ages) 238 4998768
Girls on roll 48.7% 48.7%
Boys on roll 51.3% 51.3%
Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan 2.5% 2.9%
Pupils whose first language is not English 2% 20.8%
Pupils eligible for free school meals at any time during the past 6 years 25.2% 24.9%


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 2016/2017

The figures below are for the 2016/2017 academic year, based on the November 2016 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

10 -- opens a popup
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

9.6 -- opens a popup
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 20.6
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.

£39,551 £37,119

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

3 -- opens a popup
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

2.3 -- opens a popup

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

13 -- opens a popup
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

8.8 -- opens a popup

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 2016-2017

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



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