IKB Academy
IKB Academy
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Details
Type
Studio School
Local Authority
Bath and North East Somerset
Academy Trust
FUTURA LEARNING PARTNERSHIP
Head Teacher
Mr Peter Headeach
Gender
Mixed
Religious Character
Does not apply
Opened
September 2015
Website
www.ikbacademy.org.uk
Reference Number
142127
Additional Provisions
About This Data
- •School information is sourced from Get Information About Schools (GIAS), the official UK government register maintained by the Department for Education.
Pupils
Summary
Class Sizes
Total Pupils
Cohort Sizes
Pupil Ethnicities
About This Data
- •Data sourced from the National School Census for 2024/25, collected each January.
- •This is not live data. For current availability of places, contact the school or local authority directly.
- •Capacity refers to the maximum number of pupils a school can accommodate. Schools may operate above or below capacity, and spare places may only be available in certain year groups.
- •Persistent absence means a pupil missed 10% or more of their possible sessions during the academic year. Absence rates during 2020–2022 were significantly higher due to the Covid-19 pandemic.
Inspections
Ofsted Inspections
2 inspections on record
- 2022Good
Category Judgements
Category Judgement Quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good AI-Generated Insights
SEND1- Pupils with SEND are well supported and continue into the sixth form.
Curriculum2- Pupils are enthusiastic about STEM subjects and teachers have high expectations.
- Curriculum is well-planned and sequenced in many areas with strong subject knowledge.
Leadership11- Leaders have an ambitious vision and strong support from the trust.
- Leaders need to check the impact of all curriculum aspects more thoroughly.
Safeguarding1- Safeguarding arrangements are effective and staff are well-trained.
Pupil Progress11- Pupils recall knowledge well, but some struggle with subject knowledge over exam skills.
- A reading programme is helping pupils gain confidence, but needs wider implementation.
Teaching Quality2- Teachers have strong subject knowledge and use it effectively.
- Leaders have developed teaching to help pupils recall knowledge.
Personal Development11- The PSHE curriculum is comprehensive but RE is underdeveloped.
- Students receive good careers guidance and the school meets the Baker Clause.
Behaviour & Attendance11- Pupils are polite, feel safe, and bullying is not an issue.
- The tutor programme is not always delivered as intended.
Insights are generated by AI from the inspection report and may not be fully accurate.
- 2018Requires Improvement
About This Data
- •Inspection data is sourced from Ofsted, the official schools inspectorate for England.
- •Ratings may have changed since the last inspection. Always check the latest report for current information.
- •Some inspections (monitoring visits, academy conversions) do not result in a graded judgement.
GCSE Results
| Result | School | LA | England |
|---|---|---|---|
| Attainment 8 score | 38.6 | 44.6 | 46.9 |
| Grade 5 or above in English and maths | 31.5% | 41.0% | 46.2% |
| Grade 4 or above in English and maths | 50.0% | 56.1% | 65.4% |
| Entering EBacc | 5.6% | — | — |
| EBacc average point score | 3.1 | 3.8 | 4.1 |
Pupils at this school made slightly less progress than similar pupils nationally
About This Data
- •Schools are ranked by their Attainment 8 score, which shows overall exam results. This data comes from the Department for Education performance tables.
- •Exam results and progress scores tell you different things. Imagine two children climbing a mountain: one starts at the bottom and climbs halfway up, while another starts a third of the way up and climbs another third. The second child climbed less distance but finished higher up. Exam results show where pupils finished (like height on the mountain), while progress scores show how far they've come since primary school (like distance climbed). Progress scores help you understand how much a school has helped pupils improve, regardless of where they started.
Destinations
Where students go after finishing their studies
Destinations after GCSEs
| Destination | School | England |
|---|---|---|
| Staying in education | 57% | 86% |
| ...Further education | 41% | 37% |
| ...School sixth form | — | 34% |
| ...Sixth form college | — | 13% |
| ...Other education destinations | 2% | 2% |
| In employment | 9% | 3% |
| Apprenticeships | 27% | 3% |
| Not in education or employment | — | 6% |
| Destination unknown | — | 3% |
About This Data
- •This shows where students went after completing their GCSEs, tracked for at least two terms into the following academic year.
- •A sustained destination means the student remained in education, employment, or training for at least two terms (October to March).
- •England averages are shown for comparison. Each school's results will vary based on their student intake and local area.
Workforce
Staff numbers and pupil-to-teacher ratios
Pupils per Teacher or Teaching Assistant
Shows how many children each teacher looks after on average. The lower line includes teaching assistants, giving you a better picture of the adult support available in classrooms.
Total Pupils
The number of children enrolled at this school over time. These figures come from financial records and may differ slightly from other pupil numbers on this site due to when data was collected.
Total Number of Teachers
The total teaching capacity at this school, including classroom teachers and senior staff who also teach. Part-time teachers are counted based on their working hours.
Teaching Assistants
Support staff who work directly with children in classrooms. This includes regular TAs, higher-level TAs with more responsibilities, and specialist support for children with additional needs.
Teachers with Qualified Teacher Status (%)
The percentage of teachers who have completed official teacher training in England. A higher percentage typically indicates a more experienced and formally trained teaching team.
Senior Leadership
The school's leadership team, including the headteacher, deputy heads and assistant heads. These staff manage the school and often still spend time in classrooms.
Non-classroom Support Staff and Auxiliary Staff
Office and admin staff who keep the school running smoothly, plus auxiliary staff like catering teams and site maintenance who look after the building and meals.
Total Headcount and Workforce
Two ways of counting staff: headcount shows total people employed (including part-timers), while workforce counts the equivalent number of full-time positions.
About This Data
- •Data sourced from the DfE School Workforce Census. Numbers may not match exactly other data shown on this site due to different collection timings within the academic year.
- •FTE = Full-time equivalent, representing the total working hours divided by standard full-time hours. Headcount = total number of individuals employed.
- •Senior leadership includes headteachers, deputy headteachers and assistant headteachers.
- •Teachers with Qualified Teacher Status (QTS) have completed accredited initial teacher training in England.
Finances
2024/25
Income per Pupil (£)
In 2024/25 the revenue reserve was £44,119 or £327 p/pupil. Schools maintain reserves for unexpected costs, but these funds are ultimately meant to benefit pupils.
Expenditure per Pupil (£)
In 2024/25 the in-year balance was -£92,758 or -£687 p/pupil. A negative balance means the school spent more than it received, covered by drawing on reserves.
About This Data
- •Financial data comes from the DfE School Financial Benchmarking service. Schools report their income and spending each year.
- •Revenue reserve is the money a school has saved up over time. Schools keep reserves to cover unexpected costs, though funds are meant to benefit current pupils.
- •In-year balance shows whether a school spent more or less than it received in a single year. A positive balance means the school had money left over; a negative balance means it dipped into savings.
Contact Information
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