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.

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

📊 📊 Sutton Bonington Primary School is ranked 1,592nd 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.

📊 📊 Sutton Bonington Primary School is ranked 1st 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.

📊 📊 Sutton Bonington Primary School 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 9 FTE teachers is relatively small. 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 lower pupil-to-teacher ratio often indicates smaller class sizes, which usually allows for more individualised attention.

📊 📊 Sutton Bonington Primary School is ranked 14,289th out of 21,095 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.

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

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.

A lower SEN rate may reflect the school's catchment demographics or differing approaches to SEN identification.

📊 📊 Sutton Bonington Primary School is ranked 20,411th 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 around 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 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%.

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 negative progress score may indicate that pupils are making less progress than similar pupils nationally, though contextual factors should be considered.

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.

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