Tan macnaheedu waa: 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.

📊 📊Rush Common School waxay ku jirtaa xPHX1XPHX marka loo eego dugsiyada 20,481 qaran ahaan

Tan macnaheedu waa: 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.

📊 📊Rush Common School waxay ku jirtaa xPHX1XPHX marka loo eego dugsiyada 20,495 qaran ahaan

Tan macnaheedu waa: 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.

📊 📊Rush Common School waxay ku jirtaa xPHX1XPHX marka loo eego dugsiyada 20,495 qaran ahaan

Tan macnaheedu waa: 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 20 FTE teachers is about average in size. Changes over time may indicate growth, budget pressures, or restructuring.

Tan macnaheedu waa: 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. This school has a relatively high number of TAs, which often indicates significant SEN provision or a focus on classroom support.

Tan macnaheedu waa: 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.

This pupil-to-teacher ratio is within the normal range for most schools. The national average typically sits between 18–22 for primaries.

📊 📊Rush Common School waxay ku jirtaa xPHX1XPHX marka loo eego dugsiyada 23,374 qaran ahaan

Tan macnaheedu waa: 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.

📊 📊Rush Common School waxay ku jirtaa xPHX1XPHX marka loo eego dugsiyada 20,327 qaran ahaan

Tan macnaheedu waa: 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.

📊 📊Rush Common School waxay ku jirtaa xPHX1XPHX marka loo eego dugsiyada 18,810 qaran ahaan

Tan macnaheedu waa: 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.

📊 📊Rush Common School waxay ku jirtaa xPHX1XPHX marka loo eego dugsiyada 18,799 qaran ahaan

Tan macnaheedu waa: 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.

Tan macnaheedu waa: 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%.

📊 📊Rush Common School waxay ku jirtaa xPHX1XPHX marka loo eego dugsiyada 27,368 qaran ahaan

Tan macnaheedu waa: 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.

Tan macnaheedu waa: 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.

Tan macnaheedu waa: 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.

Tan macnaheedu waa: The total number of pupils on roll — the actual number of pupils attending the school.

The school currently has 389 pupils on roll. This figure can change from year to year based on admissions, in-year transfers, and demographic trends in the local area.

Tan macnaheedu waa: 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.

Achieving above 75% at the expected standard is typically considered strong performance. Schools with lower deprivation often report higher attainment, though many schools in challenging contexts also achieve well.

Tan macnaheedu waa: 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.

Tan macnaheedu waa: 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 maths progress score above 1.0 usually reflects strong mathematical teaching and a well-structured curriculum.