Spa Academy Askern is an academy. It has about 230 boys and girls aged between 7 and 11. In November 2023 the school was rated ‘Requires Improvement’ by Ofsted. The present school opened in 2019.
Particular strengths include Admissions and Finances. Relative weaknesses include Progress and Attendance.
The school's overall score (out of 100) is given below. Coloured segments show the contributions of each indicator, explained in more detail below. Hover over the segments for details. Personalise the score by clicking on the button to set your own priorities.
Choose what matters most to you with the menus below. By default, all indicators are set to ‘Relevant’ and are weighted equally in calculating overall scores for each school. Choose ‘Important’ for higher priorities and ‘Unimportant’ or ‘Ignore’ for lower priorities.
Overall scores for nearby schools are shown. Hover over the circles to see school names; click on them to go the corresponding school pages. Use the button on the left to personalise these scores based on your own priorities.
Overall scores for nearby schools are shown. Click on school names to go their corresponding pages. Use the button on the left to personalise these scores based on your own priorities.
Admissions:Excellent. The occupancy rate is very low.
Finances:Excellent. The school budget has been in surplus
Representation:Slightly out of balance. The socio-economic mix is out of balance with the local community, while ethnic representation is in balance with the local community. Show details
Environment:Below average. Air pollution and traffic accidents are roughly average, while crime is very high.
Attendance:Poor. Pupil absence rates and the incidence of persistent absence are both very high.
Disadvantaged pupils:Poor. Progress in maths, reading and writing are all poor.
Attainment:Poor. Maths, reading and GPS (grammar, punctuation and spelling) attainment are all poor. (This doesn't take into account pupils' prior performance. For that, see Progress.)
Progress:Poor. Progress in maths, reading and writing are all poor. (This takes into account pupils' prior performance. For actual grades, see Attainment.)