School Data

All Saints Catholic High School

Secondary Local authority maintained school in London N16 5AF

School Census

For the 2023/2024 academic year

Type of school State-funded secondary
Total number of pupils on roll 531
Number of girls on roll 510
Number of boys on roll 21
Percentage of girls on roll 96
Percentage of boys on roll 4
Number of eligible pupils with an EHC plan 5
Percentage of eligible pupils with an EHC plan 0.9
Number of eligible pupils with SEN support 39
Percentage of eligible pupils with SEN support 7.3
No. pupils where English not first language 267
No. pupils with English first language 257
No. pupils where first language is unclassified 7
% pupils where English not first language 50.3
% pupils with English first language 48.4
No. pupils eligible for free school meals 247
Number of pupils eligible for FSM at any time during the past 6 years 230
Total pupils for FSMEver 422
Percentage of pupils eligible for FSM at any time during the past 6 years 54.5
School address (1) 6-16 Amhurst Park
School address (2) Stamford Hill
School town London
School postcode N16 5AF
School telephone number 02088002158
School parliamentary constituency code E14001259
School parliamentary constituency name Hackney North and Stoke Newington
Religious denomination Roman Catholic
Age range 11-18
Contingency flag - school results 'significantly affected'. This field is zero for all schools. 0
School admissions policy (self-declared by schools on Get Information About Schools) NSE
School admissions policy - new definition from 2019 OTHER NON SEL
School gender of entry GIRLS
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) 0
Total number of pupils (including part-time pupils) 531
Total boys on roll (including part-time pupils) 21
Total girls on roll (including part-time pupils) 510
Number of pupils at the end of key stage 4 109
Number of boys at the end of key stage 4 NA
% of pupils at the end of key stage 4 who are boys 0.00%
Number of girls at the end of key stage 4 109
% of pupils at the end key stage 4 who are girls 100.00%
KS4 cohort average KS2 Scaled Score (average of English reading and maths) 102.1
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 21
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 25.30%
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 52
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 62.70%
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 10
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 12.00%
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) 56
Percentage of key stage 2 disadvantaged pupils 51.40%
Number of key stage 2 pupils who are not disadvantaged 53
Percentage of key stage 2 pupils who are not disadvantaged 48.60%
Number of eligible pupils with English as additional language (EAL) 61
Percentage of eligible pupils with English as additional language (EAL) 56.00%
Number of eligible pupils with English as first language 47
Percentage of eligible pupils with English as first language 43.10%
Number of eligible pupils with unclassified language 1
Percentage of eligible pupils with unclassified language 0.90%
Number of pupils at the end of key stage 4 who are non-mobile 98
% of pupils at the end of key stage 4 who are non-mobile 89.90%
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan 0
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan 0.00%
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan 8
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan 7.30%
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan 8
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan 7.30%
Total sum of Attainment 8 scores 4635.5
Average Attainment 8 score per pupil 42.5
Total sum of Attainment 8 scores for English element 1075
Average Attainment 8 score per pupil for English element 9.9
Total sum of Attainment 8 scores for mathematics element 854
Average Attainment 8 score per pupil for mathematics element 7.8
Total sum of Attainment 8 scores for EBacc element 1358.5
Average Attainment 8 score per pupil for EBacc element 12.5
Total sum of Attainment 8 scores for open element 1348
Average Attainment 8 score per pupil for open element 12.4
Total sum of Attainment 8 scores for open element - GCSE only 1283
Average Attainment 8 score per pupil for open element - GCSE only 11.8
Total sum of Attainment 8 scores for open element - non-GCSE only 65
Average Attainment 8 score per pupil for open element - non-GCSE only 0.6
Average number of EBacc slots filled in Attainment 8 per pupil 2.8
Average number of Open slots filled in Attainment 8 per pupil 2.8
Number of pupils included in Progress 8 measure 83
Number of pupils who have had P8 score adjusted in average 1
% of pupils at the end of key stage 4 included in Progress 8 measure 76%
Progress 8 measure after adjustment for extreme scores 0.27
Progress 8 lower 95% confidence interval for adjusted average -0.03
Progress 8 upper 95% confidence interval for adjusted average 0.58
Progress 8 measure based on unadjusted pupil scores 0.24
Progress 8 lower 95% confidence interval for unadjusted average -0.07
Progress 8 upper 95% confidence interval for unadjusted average 0.55
Progress 8 measure for English element 0.66
Lower 95% confidence interval for Progress 8 English element 0.31
Upper 95% confidence interval for Progress 8 English element 1.01
Progress 8 measure for mathematics element -0.01
Lower 95% confidence interval for Progress 8 maths element -0.33
Upper 95% confidence interval for Progress 8 maths element 0.31
Progress 8 measure for EBacc element 0.24
Lower 95% confidence interval for Progress 8 EBacc element -0.11
Upper 95% confidence interval for Progress 8 EBacc element 0.59
Progress 8 measure for open element 0.13
Lower 95% confidence interval for Progress 8 open element -0.21
Upper 95% confidence interval for Progress 8 open element 0.48
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs 58.70%
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs 40.40%
Total EBacc APS score per pupil 421.2
Average EBacc APS score per pupil 3.86
Average EBacc APS score per disadvantaged pupil 3.69
Average EBacc APS score per non-disadvantaged pupil 4.05
Average EBacc APS score per pupil with low prior attainment 3.38
Average EBacc APS score per pupil with middle prior attainment 4.07
Average EBacc APS score per pupil with high prior attainment 5.35
Average EBacc APS score per pupil for whom English is an additional language 4.3
Average EBacc APS score per girl 3.86
Average EBacc APS score per boy NE
Average EBacc APS score per non-mobile pupil 4.05
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas 69
% of key stage 4 pupils with entries in all English Baccalaureate subject areas 63.30%
% of pupils achieving the English Baccalaureate with 9-4 passes 24.80%
% of pupils achieving the English Baccalaureate with 9-5 passes 13.80%
Number of pupils entering the English Baccalaureate English subject area 105
% of pupils entering the English Baccalaureate English subject area 96.30%
Number of pupils entering the English Baccalaureate Maths subject area 106
% of pupils entering the English Baccalaureate Maths subject area 97.20%
Number of pupils entering the English Baccalaureate Science subject area 105
% of pupils entering the English Baccalaureate Science subject area 96.30%
Number of pupils entering the English Baccalaureate Humanities subject area 88
% of pupils entering the English Baccalaureate Humanities subject area 80.70%
Number of pupils entering the English Baccalaureate Language subject area 83
% of pupils entering the English Baccalaureate Language subject area 76.10%
% of pupils achieving the EBacc English subject area with a standard 9-4 pass 74.30%
% of pupils achieving the EBacc English subject area with a strong 9-5 pass 61.50%
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass 64.20%
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass 45.00%
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass 50.50%
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass 28.60%
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass 51.10%
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass 38.60%
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass 66.30%
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass 48.20%
Number of pupils included in English Baccalaureate Science Value Added measure 81
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science 77%
Number of pupils included in English Baccalaureate Humanities Value Added measure 71
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities 81%
Number of pupils included in English Baccalaureate Language Value Added measure 62
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages 75%
English Baccalaureate Science Value Added measure -0.06
English Baccalaureate Science Value Added lower 95% confidence limit -0.37
English Baccalaureate Science Value Added upper 95% confidence limit 0.26
EBacc Humanities VA measure 0.05
English Baccalaureate Humanities Value Added lower 95% confidence limit -0.36
English Baccalaureate Humanities Value Added upper 95% confidence limit 0.46
English Baccalaureate Languages Value Added measure 0.48
English Baccalaureate Languages Value Added lower 95% confidence limit -0.01
English Baccalaureate Languages Value Added upper 95% confidence limit 0.97
Number of pupils achieving EBacc English subject area with a standard 9-4 pass 81
Number of pupils achieving EBacc English subject area with a strong 9-5 pass 67
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass 70
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass 49
Number of pupils achieving EBacc Science subject area with a 9-4 pass 53
Number of pupils achieving EBacc Science subject area with a 9-5 pass 30
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass 45
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass 34
Number of pupils achieving EBacc Language subject area with a 9-4 pass 55
Number of pupils achieving EBacc Language subject area with a 9-5 pass 40
Number of pupils achieving the English Baccalaureate at grades 9-1 66
% of pupils achieving the English Baccalaureate at grades 9-1 60.60%
Number of pupils achieving EBacc English subject area at grade 9-1 104
% of pupils achieving the EBacc English subject area at grade 9-1 95.40%
Number of pupils achieving EBacc Maths subject area at grade 9-1 102
% of pupils achieving the EBacc Maths subject area at grade 9-1 93.60%
Number of pupils achieving EBacc Science subject area with grades 9-1 101
% entered pupils achieving the EBacc Science subject area with grades 9-1 96.20%
Number of pupils achieving EBacc Humanities subject area with grades 9-1 83
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 94.30%
Number of pupils achieving EBacc Language subject area with grades 9-1 82
% of entered pupils achieving the EBacc Language subject area with grades 9-1 98.80%
Average Attainment 8 score per disadvantaged pupil 41.1
Number of disadvantaged pupils in Progress 8 measure 44
Number of disadvantaged pupils in Progress 8 measure with adjusted scores 1
Adjusted Progress 8 measure - disadvantaged pupils 0.06
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils -0.36
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils 0.48
Unadjusted Progress 8 measure - disadvantaged pupils 0
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils -0.42
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils 0.43
Average Attainment 8 score per non-disadvantaged pupil 44
Number of non-disadvantaged pupils in Progress 8 measure 39
Number of non-disadvantaged pupils in progress measure with adjusted scores 0
Adjusted Progress 8 measure - non-disadvantaged pupils 0.51
Progress 8 lower 95% confidence interval - non-disadvantaged pupils 0.07
Progress 8 upper 95% confidence interval - non-disadvantaged pupils 0.95
Unadjusted Progress 8 measure - non-disadvantaged pupils 0.51
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils 0.06
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils 0.96
Average Attainment 8 score per disadvantaged pupil for English element 9.9
Progress 8 measure for English element - disadvantaged pupils 0.56
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils 0.09
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils 1.04
Average Attainment 8 score per disadvantaged pupil for mathematics element 7.6
Progress 8 measure for maths element - disadvantaged pupils -0.23
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils -0.67
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils 0.21
Average Attainment 8 score per disadvantaged pupil for EBacc element 11.7
Progress 8 measure for EBacc element - disadvantaged pupils -0.1
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils -0.59
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils 0.38
Average Attainment 8 score per disadvantaged pupil for open element 12
Progress 8 measure for open element - disadvantaged pupils -0.11
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils -0.59
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils 0.37
Average Attainment 8 score per non-disadvantaged pupil for English element 9.8
Progress 8 measure for English element - non-disadvantaged pupils 0.76
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils 0.26
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils 1.27
Average Attainment 8 score per non-disadvantaged pupil for mathematics element 8.1
Progress 8 measure for maths element - non-disadvantaged pupils 0.24
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils -0.23
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils 0.71
Average Attainment 8 score per non-disadvantaged pupil for EBacc element 13.3
Progress 8 measure for EBacc element - non-disadvantaged pupils 0.62
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils 0.11
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils 1.14
Average Attainment 8 score per non-disadvantaged pupil for open element 12.7
Progress 8 measure for open element - non-disadvantaged pupils 0.41
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils -0.1
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils 0.91
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only 11.2
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only 0.8
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only 12.3
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only 0.4
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally -8.9
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally -0.1
Average Attainment 8 score per pupil with low prior attainment 36.5
Number of pupils with low prior attainment included in Progress 8 measure 21
Number of pupils with low prior attainments in progress measure with adjusted scores 0
Adjusted Progress 8 measure - pupils with low prior attainment 0.98
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment 0.37
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment 1.58
Unadjusted Progress 8 measure - pupils with low prior attainment 0.98
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment 0.36
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment 1.59
Average Attainment 8 score per pupil with middle prior attainment 45
Number of pupils with middle prior attainment included in Progress 8 measure 52
Number of pupils with middle prior attainment in progress measure with adjusted scores 0
Adjusted Progress 8 measure - pupils with middle prior attainment 0.16
Progress 8 lower 95% confidence interval - pupils with middle prior attainment -0.22
Progress 8 upper 95% confidence interval - pupils with middle prior attainment 0.55
Unadjusted Progress 8 measure - pupils with middle prior attainment 0.16
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment -0.23
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment 0.55
Average Attainment 8 score per pupil with high prior attainment 57.5
Number of pupils with high prior attainment included in Progress 8 measure 10
Number of pupils with high prior attainmentsin progress measure with adjusted scores 1
Adjusted Progress 8 measure - pupils with high prior attainment -0.65
Progress 8 lower 95% confidence interval - pupils with high prior attainment -1.52
Progress 8 upper 95% confidence interval - pupils with high prior attainment 0.23
Unadjusted Progress 8 measure - pupils with high prior attainment -0.89
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment -1.78
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment 0
Average Attainment 8 score per pupil for whom English is an additional language 46.3
Average Attainment 8 score per pupil for whom English is an additional language for English element 10.4
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element 8.3
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element 14.3
Average Attainment 8 score per pupil for whom English is an additional language for open element 13.3
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only 12.7
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only 0.6
Number of pupils for whom English is an additional language included in Progress 8 measure 44
Number of pupils for whom English is an additional language in progress measure with adjusted scores 0
Adjusted Progress 8 measure - pupils for whom English is an additional language 0.54
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language 0.12
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language 0.96
Unadjusted Progress 8 measure - pupils for whom English is an additional language 0.54
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language 0.12
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language 0.97
Average Attainment 8 score per girl 42.5
Average Attainment 8 score per girl for English element 9.9
Average Attainment 8 score per girl for mathematics element 7.8
Average Attainment 8 score per girl for EBacc element 12.5
Average Attainment 8 score per girl for open element 12.4
Average Attainment 8 score per girl - GCSE only 11.8
Average Attainment 8 score per girl - non-GCSE only 0.6
Number of girls included in Progress 8 measure 83
Number of girls in progress measure with adjusted scores 1
Adjusted Progress 8 measure - girls 0.27
Adjusted Progress 8 lower 95% confidence interval - girls -0.03
Adjusted Progress 8 upper 95% confidence interval - girls 0.58
Unadjusted Progress 8 measure - girls 0.24
Unadjusted Progress 8 lower 95% confidence interval - girls -0.07
Unadjusted Progress 8 upper 95% confidence interval - girls 0.55
Average Attainment 8 score per boy NE
Average Attainment 8 score per boy for English element NE
Average Attainment 8 score per boy for mathematics element NE
Average Attainment 8 score per boy for EBacc element NE
Average Attainment 8 score per boy for open element NE
Average Attainment 8 score per boy - GCSE only NE
Average Attainment 8 score per boy - non-GCSE only NE
Number of boys included in Progress 8 measure NE
Number of boys in progress measure with adjusted scores NE
Adjusted Progress 8 measure - boys NE
Adjusted Progress 8 lower 95% confidence interval - boys NE
Adjusted Progress 8 upper 95% confidence interval - boys NE
Unadjusted Progress 8 measure - boys NE
Unadjusted Progress 8 lower 95% confidence interval - boys NE
Unadjusted Progress 8 upper 95% confidence interval - boys NE
Average Attainment 8 score per non-mobile pupil 44.5
Average Attainment 8 score per non-mobile pupil for English element 10.3
Average Attainment 8 score per non-mobile pupil for mathematics element 8.1
Average Attainment 8 score per non-mobile pupil for EBacc element 13.1
Average Attainment 8 score per non-mobile pupil for open element 13
Average Attainment 8 score per non-mobile pupil - GCSE only 12.3
Average Attainment 8 score per non-mobile pupil - non-GCSE only 0.7
Number of non-mobile pupils included in Progress 8 measure 76
Number of non-mobile pupils in progress measure with adjusted scores 1
Adjusted Progress 8 measure - non-mobile pupils 0.36
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils 0.05
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils 0.68
Unadjusted Progress 8 measure - non-mobile pupils 0.33
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils 0.01
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils 0.66
Number of pupils in low prior attainment band with entries in all EBacc subject areas 14
EBacc entered % by low prior attainment 66.70%
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths 19.00%
EBacc achieved % by low prior attainment - with 9-5 passes 4.80%
Number of pupils in middle prior attainment band with entries in all EBacc subject areas 36
EBacc entered % by middle prior attainment 69.20%
EBacc achieved % by middle prior attainment - with 9-4 passes 25.00%
EBacc achieved % by middle prior attainment - with 9-5 passes 11.50%
Number of pupils in high prior attainment band with entries in all EBacc subject areas 5
EBacc entered % by high prior attainment 50.00%
EBacc achieved % by high prior attainment - with 9-4 passes 50.00%
EBacc achieved % by high prior attainment - with 9-5 passes 50.00%
% of disadvantaged pupils entering all English Baccalaureate subject areas 62.50%
% of non-disadvantaged pupils entering all English Baccalaureate subject areas 64.20%
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes 26.80%
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes 12.50%
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes 22.60%
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes 15.10%
English Baccalaureate Science Value Added measure for pupils with low prior attainment 0.51
English Baccalaureate Science Value Added measure for pupils with middle prior attainment -0.21
English Baccalaureate Science Value Added measure for pupils with high prior attainment -0.52
English Baccalaureate Science Value Added measure for disadvantaged pupils -0.24
English Baccalaureate Science Value Added measure for non-disadvantaged pupils 0.14
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment 0.41
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment -0.09
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment 0.07
English Baccalaureate Humanities Value Added measure for disadvantaged pupils -0.13
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils 0.25
English Baccalaureate Languages Value Added measure for pupils with low prior attainment 1.63
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment -0.01
English Baccalaureate Languages Value Added measure for pupils with high prior attainment 0.67
English Baccalaureate Languages Value Added measure for disadvantaged pupils 0.34
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils 0.61
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils 0.2
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils -0.68
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils 0.59
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils -0.32
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment 1.13
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment -0.12
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment 0.19
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment -0.61
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment 0.43
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment -1.47
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils 0.44
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils -0.7
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils 0.84
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils -0.35
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment 1.23
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment -0.41
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment 0.42
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment -0.61
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment 1.38
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment -1.25
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils 1.04
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils -0.36
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils 1.29
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils -0.07
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment 2.59
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment 0.67
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment 0.6
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment -0.62
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment 2.23
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment -0.9
% of boys with entries in all English Baccalaureate subject areas NE
% of KS4 boys achieving the Ebacc - with 9-4 passes NE
% of KS4 boys achieving the Ebacc - with 9-5 passes NE
% of girls with entries in all English Baccalaureate subject areas 63.30%
% of KS4 girls achieving the Ebacc - with 9-4 passes 24.80%
% of KS4 girls achieving the Ebacc - with 9-5 passes 13.80%
% of non-mobile pupils with entries in all English Baccalaureate subject areas 66.30%
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes 27.60%
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes 15.30%
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas 65.60%
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes 32.80%
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes 21.30%
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs 50.50%
% of pupils achieving any qualifications 97.20%
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths 60.70%
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths 56.60%
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths 9
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths 42.90%
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths 35
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths 67.30%
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths 9
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths 90.00%
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs NE
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs 58.70%
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language 62.30%
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs 63.30%
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths 42.90%
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths 37.70%
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths 6
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths 28.60%
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths 21
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths 40.40%
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths 9
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths 90.00%
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs NE
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs 40.40%
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language 45.90%
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs 44.90%
% of pupils entering more than one language 11.90%
% of pupils entering biology, chemistry and physics 0.00%
Average number of KS4 entries per pupil 7.8
Average number of KS4 entries per pupil with low prior attainment 8
Average number of KS4 entries per pupil with middle prior attainment 7.8
Average number of KS4 entries per pupil with high prior attainment 7.1
Average number of KS4 entries per disadvantaged pupil 7.7
Average number of KS4 entries per non-disadvantaged pupil 7.9
Average number of GCSE entries per pupil 7.6
Average number of GCSE entries per pupil with low prior attainment 7.8
Average number of GCSE entries per pupil with middle prior attainment 7.7
Average number of GCSE entries per pupil with high prior attainment 7.1
Average number of GCSE entries per disadvantaged pupil 7.5
Average number of GCSE entries per non-disadvantaged pupil 7.8
Total volume of entries without discounting 849
Total volume of covid-impacted entries without discounting 1
% of covid-impacted entries out of total number of entries 0%
Progress 8 banding shown on school performance tables website Average
Number of pupils completing key stage 4 in 2020/21 115
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) 110
Apprenticeships (number of pupils) 0
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) SUPP
Pupils staying in education for at least two terms after key stage 4 (number of pupils) 64
Further education (number of pupils) 16
School sixth form (number of pupils) 28
Sixth form college (number of pupils) 20
Other education destination (number of pupils) 0
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) SUPP
Activity not captured (number of pupils) 0
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) SUPP
Apprenticeships (percentage) 0%
Pupils staying in employment for at least two terms after key stage 4 (percentage) SUPP
Pupils staying in education for at least two terms after key stage 4 (percentage) 97%
Further education (percentage) 24%
School sixth form (percentage) 42%
Sixth form college (percentage) 30%
Other education destination (percentage) 0%
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) SUPP
Activity not captured (percentage) 0%
Number of disadvantaged pupils completing key stage 4 in 2020/21 49
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) SUPP
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 66
Pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) staying in education or employment for at least two terms after key stage 4 (number of pupils) SUPP
Number of pupils completing key stage 4 in 2019/20 113
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) 98%
Number of disadvantaged pupils completing key stage 4 in 2019/20 61
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) SUPP
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 52
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) SUPP
Number of pupils completing key stage 4 in 2018/19 127
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) 94%
Number of disadvantaged pupils completing key stage 4 in 2018/19 67
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) 94%
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 60
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) 95%
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) 0
Progression score for the total cohort 12
Upper confidence limit on the progression score for the total cohort 21
Lower confidence limit on the progression score for the total cohort 2
Cohort size 80
Progressed 85%
Apprenticeships 0%
Higher Education 83%
Top third 30%
Higher technical 3%
Cohort size for academic/applied general cohort 80
Progressed for academic/applied general cohort 85%
Progression score for academic/applied general cohort 12
Upper confidence limit on the progression score for the academic/applied general cohort 20
Lower confidence limit on the progression score for the academic/applied/general cohort 3
Cohort size for TLEV cohort 0
Progressed for TLEV cohort 0%
Score for TLEV cohort NA
Upper confidence limit on the progression score for the TLEV cohort NA
Lower confidence limit on the progression score for the TLEV cohort NA
Cohort size for other level 3 qualifications cohort 0
Progressed for other level 3 qualifications cohort 0%
Score for other level 3 qualifications cohort NA
Upper confidence limit on the progression score for the other level 3 qualifications cohort NA
Lower confidence limit on the progression score for the other level 3 qualifications cohort NA
Progressed for disadvantaged students 83%
Apprenticeships for disadvantaged students 0%
HE for disadvantaged students SUPP
Top third for disadvantaged students SUPP
Higher technical for disadvantaged students SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) 78
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) 71
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) 2
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) 61
Further education (level 3 and below) (All levels of study) (number of students) 4
Higher education (level 4 and above) (All levels of study) (number of students) 56
Other education destinations (All levels of study) (number of students) 1
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) 8
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) 5
Activity not captured in data (All levels of study) (number of students) 2
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) 91%
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) 3%
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) 78%
Further education (level 3 and below) (All levels of study) (percentage) 5%
Higher education (level 4 and above) (All levels of study) (percentage) 72%
Other education destinations (All levels of study) (percentage) 1%
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) 10%
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) 6%
Activity not captured in data (All levels of study) (percentage) 3%
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) 44
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) 38
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) SUPP
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) SUPP
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) SUPP
Other education destinations (All levels of study) (number of students) (disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) SUPP
Activity not captured in data (All levels of study) (number of students) (disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) 86%
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) SUPP
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) SUPP
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) SUPP
Other education destinations (All levels of study) (percentage) (disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) SUPP
Activity not captured in data (All levels of study) (percentage) (disadvantaged) SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) 34
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) 33
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) 97%
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) 77
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) 70
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) 1
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) 61
Further education (level 3 and below) (Level 3) (number of students) 4
Higher education (level 4 and above) (Level 3) (number of students) 56
Other education destinations (Level 3) (number of students) 1
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) 8
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) 5
Activity not captured in data (Level 3) (number of students) 2
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) 91%
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) 1%
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) 79%
Further education (level 3 and below) (Level 3) (percentage) 5%
Higher education (level 4 and above) (Level 3) (percentage) 73%
Other education destinations (Level 3) (percentage) 1%
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) 10%
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) 6%
Activity not captured in data (Level 3) (percentage) 3%
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) SUPP
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) SUPP
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) SUPP
Other education destinations (Level 3) (number of students) (disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) SUPP
Activity not captured in data (Level 3) (number of students) (disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) SUPP
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) SUPP
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) SUPP
Other education destinations (Level 3) (percentage) (disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) SUPP
Activity not captured in data (Level 3) (percentage) (disadvantaged) SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) SUPP
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) SUPP
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) SUPP
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) SUPP
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) SUPP
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) SUPP
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) NA
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) NA
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) NA
Further education (level 3 and below) (Level 2) (number of students) NA
Higher education (level 4 and above) (Level 2) (number of students) NA
Other education destinations (Level 2) (number of students) NA
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) NA
Activity not captured in data (Level 2) (number of students) NA
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) NA
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) NA
Further education (level 3 and below) (Level 2) (percentage) NA
Higher education (level 4 and above) (Level 2) (percentage) NA
Other education destinations (Level 2) (percentage) NA
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) NA
Activity not captured in data (Level 2) (percentage) NA
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) NA
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) NA
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) NA
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) NA
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) NA
Other education destinations (Level 2) (number of students) (disadvantaged) NA
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) NA
Activity not captured in data (Level 2) (number of students) (disadvantaged) NA
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) NA
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) NA
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) NA
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) NA
Other education destinations (Level 2) (percentage) (disadvantaged) NA
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) NA
Activity not captured in data (Level 2) (percentage) (disadvantaged) NA
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) NA
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) NA
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) NA
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) NA
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) NA
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) NA
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) NA
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) NA
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) NA
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) NA
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) NA
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) NA
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) NA
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) NA
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) NA
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) 1
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) SUPP
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) SUPP
Further education (level 3 and below) (L1, entry level and other) (number of students) SUPP
Higher education (level 4 and above) (L1, entry level and other) (number of students) SUPP
Other education destinations (L1, entry level and other) (number of students) SUPP
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) SUPP
Activity not captured in data (L1, entry level and other) (number of students) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) SUPP
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) SUPP
Further education (level 3 and below) (L1, entry level and other) (percentage) SUPP
Higher education (level 4 and above) (L1, entry level and other) (percentage) SUPP
Other education destinations (L1, entry level and other) (percentage) SUPP
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) SUPP
Activity not captured in data (L1, entry level and other) (percentage) SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) SUPP
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) SUPP
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) SUPP
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) SUPP
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) SUPP
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) SUPP
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) SUPP
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) SUPP
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) SUPP
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) SUPP
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) SUPP
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) SUPP
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) SUPP
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) SUPP
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) SUPP
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) 0
Progression score for the total cohort 12
Upper confidence limit on the progression score for the total cohort 21
Lower confidence limit on the progression score for the total cohort 2
Cohort size 80
Progressed 85%
Apprenticeships 0%
Higher Education 83%
Top third 30%
Higher technical 3%
Cohort size for academic/applied general cohort 80
Progressed for academic/applied general cohort 85%
Progression score for academic/applied general cohort 12
Upper confidence limit on the progression score for the academic/applied general cohort 20
Lower confidence limit on the progression score for the academic/applied/general cohort 3
Cohort size for TLEV cohort 0
Progressed for TLEV cohort 0%
Score for TLEV cohort NA
Upper confidence limit on the progression score for the TLEV cohort NA
Lower confidence limit on the progression score for the TLEV cohort NA
Cohort size for other level 3 qualifications cohort 0
Progressed for other level 3 qualifications cohort 0%
Score for other level 3 qualifications cohort NA
Upper confidence limit on the progression score for the other level 3 qualifications cohort NA
Lower confidence limit on the progression score for the other level 3 qualifications cohort NA
Progressed for disadvantaged students 83%
Apprenticeships for disadvantaged students 0%
HE for disadvantaged students SUPP
Top third for disadvantaged students SUPP
Higher technical for disadvantaged students SUPP

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