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Add this school Heath Hayes Primary Academy to the comparison list Remove this school Heath Hayes Primary Academy from the comparison listHeath Hayes Primary Academy
Progress score in reading, writing and maths
Pupils meeting expected standard in reading, writing and maths
Pupils achieving at a higher standard in reading, writing and maths
Average score in reading
Average score in maths
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.
| School |
0.3
Average (-2.9 to 3.5) Open help text for Reading progress score for Heath Hayes Primary Academy (2016))More score details |
0.2
Average (-3.0 to 3.4) Open help text for Reading progress score for Heath Hayes Primary Academy )More score details |
| Local authority |
Below average
-0.6 |
Below average
-0.4 |
| 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.
| School |
-0.6
Average (-3.8 to 2.6) Open help text for Writing progress score for Heath Hayes Primary Academy (2016))More score details |
1.0
Average (-2.0 to 4.0) Open help text for Writing progress score for Heath Hayes Primary Academy )More score details |
| Local authority |
Below average
-0.7 |
Below average
-0.3 |
| 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.
| School |
1
Average (-1.7 to 3.7) Open help text for Maths progress score for Heath Hayes Primary Academy (2016))More score details |
-0.2
Average (-3.0 to 2.6) Open help text for Maths progress score for Heath Hayes Primary Academy )More score details |
| Local authority |
Below average
-0.8 |
Below average
-0.6 |
| 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.
| School | 80% | 59% |
| Local authority | 53% | 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.
| School | 0% | 6% |
| Local authority | 5% | 9% |
| 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.
| School | 104 | 104 |
| 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.
| School | 104 | 104 |
| 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) |
-1.2
Average (-5.5 to 3.1) |
0.3
Average (0.0 to 0.0) |
| Progress in writing (score, description and confidence intervals) |
-0.1
Average (-4.0 to 3.8) |
0.2
Average (0.0 to 0.0) |
| Progress in maths (score, description and confidence intervals) |
-0.6
Average (-4.5 to 3.3) |
0.3
Average (0.0 to 0.0) |
| Percentage of pupils meeting the expected standard | 44% | 67% |
| Percentage of pupils achieving a high standard | 0% | 11% |
| Average score in reading | 101 | 105 |
| Average score in maths | 102 | 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 | 17 | 2 | 12 | 2 |
| Progress in reading (score, description and confidence intervals) |
0.2
Average (-3.0 to 3.4) |
SUPP(opens a popup) |
-0.8
Average (-4.3 to 2.7) |
SUPP(opens a popup) |
| Progress in writing (score, description and confidence intervals) |
1.0
Average (-2.0 to 4.0) |
SUPP(opens a popup) |
0.7
Average (-2.7 to 4.1) |
SUPP(opens a popup) |
| Progress in maths (score, description and confidence intervals) |
-0.2
Average (-3.0 to 2.6) |
SUPP(opens a popup) |
-0.4
Average (-3.6 to 2.8) |
SUPP(opens a popup) |
| Percentage of pupils meeting the expected standard in reading, writing and maths | 59% | SUPP(opens a popup) | 67% | SUPP(opens a popup) |
| Percentage of pupils achieving at a higher standard in reading, writing and maths | 6% | SUPP(opens a popup) | 0% | SUPP(opens a popup) |
| Average score in reading | 104 | SUPP(opens a popup) | 103 | SUPP(opens a popup) |
| Average score in maths | 104 | SUPP(opens a popup) | 103 | SUPP(opens a popup) |
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) |
0.2
Average (-3.0 to 3.4) |
SUPP(opens a popup) |
| Progress in writing (score, description and confidence intervals) |
1.0
Average (-2.0 to 4.0) |
SUPP(opens a popup) |
| Progress in maths (score, description and confidence intervals) |
-0.2
Average (-3.0 to 2.6) |
SUPP(opens a popup) |
| Percentage of pupils meeting the expected standard in reading, writing and maths | 59% | SUPP(opens a popup) |
| Percentage of pupils achieving at a higher standard in reading, writing and maths | 6% | SUPP(opens a popup) |
| Average score in reading | 104 | SUPP(opens a popup) |
| Average score in maths | 104 | SUPP(opens a popup) |
Girls and boys Click to expand
| All pupils | Girls | Boys | |
|---|---|---|---|
| Progress in reading (score, description and confidence intervals) |
0.2
Average (-3.0 to 3.4) |
-0.5
Average (-5.1 to 4.1) |
0.8
Average (-3.5 to 5.1) |
| Progress in writing (score, description and confidence intervals) |
1.0
Average (-2.0 to 4.0) |
1.0
Average (-3.5 to 5.5) |
1.0
Average (-2.9 to 4.9) |
| Progress in maths (score, description and confidence intervals) |
-0.2
Average (-3.0 to 2.6) |
-0.2
Average (-4.4 to 4.0) |
-0.1
Average (-4.0 to 3.8) |
| Percentage of pupils meeting the expected standard in reading, writing and maths | 59% | 71% | 50% |
| Percentage of pupils achieving at a higher standard in reading, writing and maths | 6% | 14% | 0% |
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) |
0.2
Average (-3.0 to 3.4) |
0.8
Average (-2.9 to 4.5) |
| Progress in writing (score, description and confidence intervals) |
1.0
Average (-2.0 to 4.0) |
1.6
Average (-1.8 to 5.0) |
| Progress in maths (score, description and confidence intervals) |
-0.2
Average (-3.0 to 2.6) |
0.2
Average (-3.1 to 3.5) |
| Percentage of pupils meeting the expected standard in reading, writing and maths | 59% | 54% |
| Percentage of pupils achieving at a higher standard in reading, writing and maths | 6% | 8% |
| Average score in reading | 104 | 103 |
| Average score in maths | 104 | 103 |
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.
Further guidance Click to expand
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).
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. |
3.8% | 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 across the full academic year they will be classified as persistently absent. |
6.8% | 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.
Pupil population Click to expand
| School | National | |
|---|---|---|
| Total number of pupils on roll (all ages) | 165 | 4998768 |
| Girls on roll | 40.6% | 48.7% |
| Boys on roll | 59.4% | 51.3% |
| Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan | 1.2% | 2.9% |
| Pupils whose first language is not English | 4.4% | 20.8% |
| Pupils eligible for free school meals at any time during the past 6 years | 35.8% | 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 to 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 |
9 | --(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 |
9.0 | --(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. |
18.3 | 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. |
£34,292 | £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 |
8 | --(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 |
4.6 | --(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 |
5 | --(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 |
3.0 | --(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 2016/2017
This school or college does not provide financial data directly comparable with maintained schools
Download financial data
This school provides value for money information through the audited financial statements its academy trust provides.
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