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Revoe Learning Academy

Address
Grasmere Road, Blackpool, FY1 5HP
School type
Academy sponsor led mainstream

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Education phase
Primary
Academy trust or sponsor
BLACKPOOL MULTI ACADEMY TRUST

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Gender of entry
Mixed
Ofsted rating

Requires Improvement

|

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Inspected



Local authority
Blackpool
Headteacher/Principal:
Mr Dayle Harrison
Age range
2 to 11
Religious character
Does not apply
Admissions policy
Not applicable
Unique reference
140673
Website
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Further information
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Download data 2015-2017
CSV, 30KB

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XLS, 50KB

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This is final data for 2016/2017

About these results Click to expand

This page shows final opens a popup results data for pupils who completed key stage 2 opens a popup in the summer of 2017. These figures were published in December 2017.

Progress score in reading, writing and maths

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Reading

Well above average

3.5

Open help text for Reading progress score for Revoe Learning Academy (2017))More score details

Writing

Well above average

3.8

Open help text for Writing progress score for Revoe Learning Academy (2017))More score details

Maths

Well above average

3.6

Open help text for Maths progress score for Revoe Learning Academy (2017))More score details

Pupils meeting expected standard in reading, writing and maths

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View as table

SchoolLocal authority averageEngland average

Pupils meeting expected standard in reading, writing and maths

46%

62%

61%

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

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View as table

SchoolLocal authority averageEngland average

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

4%

7%

9%

Average score in reading

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View as table

SchoolLocal authority averageEngland average

Average score in reading

100

104

104

Average score in maths

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View as table

SchoolLocal authority averageEngland average

Average score in maths

101

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 .

Open all

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

-1.9
Below average
(-3.6 to -0.2)
Open help text for Reading progress score for Revoe Learning Academy (2016))More score details

3.5
Well above average
(1.8 to 5.2)
Open help text for Reading progress score for Revoe Learning Academy )More score details

Local authority

Average
0.3

Above average
0.8

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

0.1
Average
(-1.6 to 1.8)
Open help text for Writing progress score for Revoe Learning Academy (2016))More score details

3.8
Well above average
(2.1 to 5.5)
Open help text for Writing progress score for Revoe Learning Academy )More score details

Local authority

Above average
1.7

Above average
1.2

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

1.5
Above average
(0.1 to 2.9)
Open help text for Maths progress score for Revoe Learning Academy (2016))More score details

3.6
Well above average
(2.1 to 5.1)
Open help text for Maths progress score for Revoe Learning Academy )More score details

Local authority

Above average
1

Above average
1.6

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.

2016 final opens a popup 2017 final opens a popup

School

47%

46%

Local authority

48%

62%

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

4%

4%

Local authority

3%

7%

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

99

100

Local authority

101

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

103

101

Local authority

102

104

England state-funded schools

103

104

England all schools

103

104

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Results by pupil characteristics

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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 pupilsEngland state-funded schools other pupils

Progress in reading (score, description and confidence intervals)

2.6
Above average
(0.7 to 4.5)

0.3
Average
(0.0 to 0.0)

Progress in writing (score, description and confidence intervals)

2.7
Above average
(0.9 to 4.5)

0.2
Average
(0.0 to 0.0)

Progress in maths (score, description and confidence intervals)

2.8
Above average
(1.1 to 4.5)

0.3
Average
(0.0 to 0.0)

Percentage of pupils meeting the expected standard

40%

67%

Percentage of pupils achieving a high standard

2%

11%

Average score in reading

99

105

Average score in maths

100

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 pupilsLow prior attainersMiddle prior attainersHigh prior attainers

Pupils eligible for key stage 2 assessment

57

24

25

2

Progress in reading (score, description and confidence intervals)

3.5
Well above average
(1.8 to 5.2)

4.8
Well above average
(2.3 to 7.3)

2.2
Average
(-0.2 to 4.6)

SUPP opens a popup

Progress in writing (score, description and confidence intervals)

3.8
Well above average
(2.1 to 5.5)

3.8
Well above average
(1.4 to 6.2)

3.9
Well above average
(1.5 to 6.3)

SUPP opens a popup

Progress in maths (score, description and confidence intervals)

3.6
Well above average
(2.1 to 5.1)

4.7
Well above average
(2.4 to 7.0)

2.5
Above average
(0.3 to 4.7)

SUPP opens a popup

Percentage of pupils meeting the expected standard in reading, writing and maths

46%

21%

68%

SUPP opens a popup

Percentage of pupils achieving at a higher standard in reading, writing and maths

4%

0%

4%

SUPP opens a popup

Average score in reading

100

96

103

SUPP opens a popup

Average score in maths

101

96

104

SUPP opens a popup

English as an additional language (EAL) Click to expand

Pupils whose first language is not English.

All pupilsEAL pupils

Progress in reading (score, description and confidence intervals)

3.5
Well above average
(1.8 to 5.2)

SUPP opens a popup

Progress in writing (score, description and confidence intervals)

3.8
Well above average
(2.1 to 5.5)

SUPP opens a popup

Progress in maths (score, description and confidence intervals)

3.6
Well above average
(2.1 to 5.1)

SUPP opens a popup

Percentage of pupils meeting the expected standard in reading, writing and maths

46%

57%

Percentage of pupils achieving at a higher standard in reading, writing and maths

4%

0%

Average score in reading

100

100

Average score in maths

101

105

Girls and boys Click to expand

All pupilsGirlsBoys

Progress in reading (score, description and confidence intervals)

3.5
Well above average
(1.8 to 5.2)

2.6
Average
(0.0 to 5.2)

4.2
Well above average
(1.9 to 6.5)

Progress in writing (score, description and confidence intervals)

3.8
Well above average
(2.1 to 5.5)

4.7
Well above average
(2.2 to 7.2)

3.1
Well above average
(0.9 to 5.3)

Progress in maths (score, description and confidence intervals)

3.6
Well above average
(2.1 to 5.1)

3.4
Well above average
(1.0 to 5.8)

3.7
Well above average
(1.7 to 5.7)

Percentage of pupils meeting the expected standard in reading, writing and maths

46%

54%

39%

Percentage of pupils achieving at a higher standard in reading, writing and maths

4%

4%

3%

Non-mobile pupils Click to expand

Non-mobile pupils are pupils who were at the school throughout both year 5 and year 6.

All pupilsNon-mobile pupils

Progress in reading (score, description and confidence intervals)

3.5
Well above average
(1.8 to 5.2)

4.1
Well above average
(2.2 to 6.0)

Progress in writing (score, description and confidence intervals)

3.8
Well above average
(2.1 to 5.5)

4.4
Well above average
(2.6 to 6.2)

Progress in maths (score, description and confidence intervals)

3.6
Well above average
(2.1 to 5.1)

3.5
Well above average
(1.8 to 5.2)

Percentage of pupils meeting the expected standard in reading, writing and maths

46%

47%

Percentage of pupils achieving at a higher standard in reading, writing and maths

4%

4%

Average score in reading

100

100

Average score in maths

101

100

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About this data

Open all

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 .

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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.

SchoolEngland 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.

4.7%

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.

11%

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.

SchoolNational

Total number of pupils on roll (all ages)

471

4998768

Girls on roll

48.6%

48.7%

Boys on roll

51.4%

51.3%

Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan

0.8%

2.9%

Pupils whose first language is not English

17.6%

20.8%

Pupils eligible for free school meals at any time during the past 6 years

65.9%

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
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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.

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School workforce Click to expand

SchoolNational

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

25

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

24.2

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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.

18.0

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.

£36,117

£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

25

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

22.1

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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

6

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

5.7

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.

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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

Download financial data

This school provides value for money information through the audited financial statements its academy trust provides.

  • Download funding agreement opens in a new window (PDF, 2.22 MB)

  • Download funding agreement opens in a new window (PDF, 0.03 MB)

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Print full information about this school/college

The figures on this page are National Statistics. Learn more about National Statistics on the Office for National Statistics website. opens in a new window


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