Kini eleyi tumọ si: 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.

This absence rate is below the national average, which usually indicates strong attendance culture, effective monitoring, and good engagement with families.

📊 📊 Hadrian Academy wa ni ipo 5,961st lati inu awọn ile-iwe 20,481 ti orile-ede

Kini eleyi tumọ si: 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 within the typical range for most schools. Rates vary considerably depending on the school's behaviour policy and pupil demographics.

📊 📊 Hadrian Academy wa ni ipo 17,037th lati inu awọn ile-iwe 20,495 ti orile-ede

Kini eleyi tumọ si: 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 remains relatively rare nationally, typically below 0.1%. A rate above this may reflect severe behavioural incidents or a school facing particular challenges.

📊 📊 Hadrian Academy wa ni ipo 19,742nd lati inu awọn ile-iwe 20,495 ti orile-ede

Kini eleyi tumọ si: 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 17 FTE teachers is about average in size. Changes over time may indicate growth, budget pressures, or restructuring.

Kini eleyi tumọ si: 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.

Kini eleyi tumọ si: 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.

📊 📊 Hadrian Academy wa ni ipo 841st lati inu awọn ile-iwe 23,374 ti orile-ede

Kini eleyi tumọ si: Teacher turnover rate shows the percentage of teachers who left the school during the academic year. This includes retirements, resignations, and transfers.

A turnover rate above 20% is typically considered high and may suggest recruitment challenges, workload pressures, or leadership changes.

📊 📊 Hadrian Academy wa ni ipo 14,578th lati inu awọn ile-iwe 20,327 ti orile-ede

Kini eleyi tumọ si: 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.

📊 📊 Hadrian Academy wa ni ipo 9,033rd lati inu awọn ile-iwe 18,810 ti orile-ede

Kini eleyi tumọ si: 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.

📊 📊 Hadrian Academy wa ni ipo 5,974th lati inu awọn ile-iwe 18,799 ti orile-ede

Kini eleyi tumọ si: 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.

A lower FSM rate usually indicates the school serves a more affluent catchment area.

Kini eleyi tumọ si: 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%.

📊 📊 Hadrian Academy wa ni ipo 24,202nd lati inu awọn ile-iwe 27,368 ti orile-ede

Kini eleyi tumọ si: 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 below the national average. The proportion often reflects how the school identifies and categorises additional needs.

Kini eleyi tumọ si: 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.

An EHC rate above 5% is higher than typical and may indicate the school has specialist provision or a strong reputation for supporting complex needs.

Kini eleyi tumọ si: 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.

Kini eleyi tumọ si: The total number of pupils on roll — the actual number of pupils attending the school.

The school currently has 390 pupils on roll. This figure can change from year to year based on admissions, in-year transfers, and demographic trends in the local area.

Kini eleyi tumọ si: 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.

This attainment level is broadly around the national average. The national benchmark typically sits between 55–65%.

Kini eleyi tumọ si: 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 positive progress score above 1.0 indicates pupils are making significantly better progress than similar pupils nationally. This usually reflects effective reading instruction.

Kini eleyi tumọ si: 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.

This maths progress score is within the expected range for most schools.