What this means: The overall absence rate measures the percentage of possible sessions (half-days) missed by pupils across the academic year, including both authorised and unauthorised absences.

An absence rate above 7% is typically considered high. Schools in areas of higher deprivation usually report higher absence rates, often linked to health inequalities, family circumstances, or transport challenges.

📊 📊 Templars Academy is ranked 15,884th out of 20,611 schools nationally

What this means: The suspension rate shows the percentage of pupils who received at least one fixed-period suspension during the academic year. A single pupil suspended multiple times counts once.

This suspension rate is below average, which usually reflects either a strong pastoral support system or a school community with fewer behavioural challenges.

📊 📊 Templars Academy is ranked 13,601st out of 20,625 schools nationally

What this means: The permanent exclusion rate shows the percentage of pupils permanently excluded from the school during the academic year. This is the most serious sanction a headteacher can apply.

Permanent exclusion is rare across most schools. Many schools report zero permanent exclusions in any given year.

📊 📊 Templars Academy is ranked 1st out of 20,625 schools nationally

What this means: The number of full-time equivalent (FTE) teachers employed at the school. Part-time teachers are counted proportionally (e.g. a teacher working 3 days counts as 0.6 FTE).

Teacher numbers typically reflect the size and funding of the school. A school with 18 FTE teachers is about average in size. Changes over time may indicate growth, budget pressures, or restructuring.

What this means: The number of full-time equivalent (FTE) teaching assistants employed at the school, including higher-level teaching assistants (HLTAs).

Teaching assistant numbers vary widely between schools. The number of TAs usually depends on the school's SEN population, funding, and teaching model.

What this means: The pupil-to-teacher ratio (PTR) divides the total number of pupils by the number of FTE teachers. It indicates how many pupils each teacher is responsible for on average, though actual class sizes may differ.

A pupil-to-teacher ratio above 25 is higher than typical. This may indicate larger class sizes or budget constraints limiting teacher recruitment.

📊 📊 Templars Academy is ranked 235th out of 21,095 schools nationally

What this means: Teacher turnover rate shows the percentage of teachers who left the school during the academic year. This includes retirements, resignations, and transfers.

This turnover rate is broadly typical. Most schools see some natural turnover each year due to career progression, relocations, and retirements.

📊 📊 Templars Academy is ranked 13,886th out of 20,457 schools nationally

What this means: The teacher sickness absence rate shows the percentage of possible teaching days lost to sickness absence across all teachers during the academic year.

A teacher absence rate above 5% is higher than the national average and may indicate workforce wellbeing challenges or an above-average level of long-term sickness.

📊 📊 Templars Academy is ranked 9,090th out of 18,930 schools nationally

What this means: The average number of days lost to sickness absence per teacher during the academic year. This includes both short-term and long-term absences.

This level of teacher absence days is within or below the typical range for most schools.

📊 📊 Templars Academy is ranked 10,393rd out of 18,919 schools nationally

What this means: The percentage of pupils known to be eligible for free school meals (FSM). FSM eligibility is widely used as a proxy indicator for socio-economic disadvantage.

This FSM rate is broadly around the national average. Schools with moderate FSM rates serve communities with mixed levels of deprivation.

What this means: The percentage of pupils identified as having Special Educational Needs (SEN), including both SEN Support and those with Education, Health and Care (EHC) plans.

This SEN rate is within the typical range for most schools. The national average usually sits between 12–17%.

📊 📊 Templars Academy is ranked 12,728th out of 22,081 schools nationally

What this means: The percentage of pupils receiving SEN Support — the first tier of SEN provision, where additional help is provided within the school without an EHC plan.

This level of SEN Support is above the national average. The proportion often reflects how the school identifies and categorises additional needs.

What this means: The percentage of pupils with an Education, Health and Care (EHC) plan — the highest level of SEN support, involving a legally binding document specifying the provision required.

This EHC rate is within the normal range. Many mainstream schools have 1–3% of pupils with EHC plans.

What this means: The total number of school places available (capacity). This is the physical capacity based on the school's buildings and grounds.

A capacity of 420 places indicates a larger-than-average school.

What this means: The total number of pupils on roll — the actual number of pupils attending the school.

The school currently has 338 pupils on roll. This figure can change from year to year based on admissions, in-year transfers, and demographic trends in the local area.

What this means: The percentage of pupils meeting the expected standard in Reading, Writing and Maths (RWM combined) at the end of Key Stage 2. This is the headline measure for primary school attainment.

KS2 attainment below the national average may reflect the school's intake characteristics. Schools with higher FSM eligibility typically report lower RWM attainment, though this is not always the case.

What this means: The KS2 Reading progress score measures how much progress pupils have made in reading between the end of KS1 and KS2, compared to pupils nationally with similar starting points. A score of 0 is average; positive means above average.

A progress score near zero indicates pupils are making broadly average progress compared to similar pupils nationally.

What this means: The KS2 Maths progress score measures how much progress pupils have made in maths between KS1 and KS2, compared to pupils nationally with similar starting points.

A negative maths progress score suggests scope for improvement, though many contextual factors influence this measure.