For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1618 |
Number of girls on roll | 792 |
Number of boys on roll | 826 |
Percentage of girls on roll | 48.9 |
Percentage of boys on roll | 51.1 |
Number of eligible pupils with an EHC plan | 26 |
Percentage of eligible pupils with an EHC plan | 1.6 |
Number of eligible pupils with SEN support | 196 |
Percentage of eligible pupils with SEN support | 12.1 |
No. pupils where English not first language | 843 |
No. pupils with English first language | 775 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 52.1 |
% pupils with English first language | 47.9 |
No. pupils eligible for free school meals | 613 |
Number of pupils eligible for FSM at any time during the past 6 years | 576 |
Total pupils for FSMEver | 1416 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 40.7 |
School address (1) | Holly Lane |
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School town | Smethwick |
School postcode | B67 7JG |
School telephone number | 01215580691 |
School parliamentary constituency code | E14001478 |
School parliamentary constituency name | Smethwick |
Religious denomination | None |
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 | MIXED |
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) | 1618 |
Total boys on roll (including part-time pupils) | 826 |
Total girls on roll (including part-time pupils) | 792 |
Number of pupils at the end of key stage 4 | 288 |
Number of boys at the end of key stage 4 | 153 |
% of pupils at the end of key stage 4 who are boys | 53.10% |
Number of girls at the end of key stage 4 | 135 |
% of pupils at the end key stage 4 who are girls | 46.90% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.5 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 83 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 33.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 139 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 55.40% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 29 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 11.60% |
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) | 113 |
Percentage of key stage 2 disadvantaged pupils | 39.20% |
Number of key stage 2 pupils who are not disadvantaged | 175 |
Percentage of key stage 2 pupils who are not disadvantaged | 60.80% |
Number of eligible pupils with English as additional language (EAL) | 152 |
Percentage of eligible pupils with English as additional language (EAL) | 52.80% |
Number of eligible pupils with English as first language | 136 |
Percentage of eligible pupils with English as first language | 47.20% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 275 |
% of pupils at the end of key stage 4 who are non-mobile | 95.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 9 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.10% |
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 | 47 |
% 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 | 16.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 38 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13.20% |
Total sum of Attainment 8 scores | 11488 |
Average Attainment 8 score per pupil | 39.9 |
Total sum of Attainment 8 scores for English element | 2508 |
Average Attainment 8 score per pupil for English element | 8.7 |
Total sum of Attainment 8 scores for mathematics element | 2226 |
Average Attainment 8 score per pupil for mathematics element | 7.7 |
Total sum of Attainment 8 scores for EBacc element | 3219 |
Average Attainment 8 score per pupil for EBacc element | 11.2 |
Total sum of Attainment 8 scores for open element | 3535 |
Average Attainment 8 score per pupil for open element | 12.3 |
Total sum of Attainment 8 scores for open element - GCSE only | 2235.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 7.8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 1299.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 4.5 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 251 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 87% |
Progress 8 measure after adjustment for extreme scores | -0.1 |
Progress 8 lower 95% confidence interval for adjusted average | -0.28 |
Progress 8 upper 95% confidence interval for adjusted average | 0.07 |
Progress 8 measure based on unadjusted pupil scores | -0.1 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.28 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.08 |
Progress 8 measure for English element | -0.11 |
Lower 95% confidence interval for Progress 8 English element | -0.31 |
Upper 95% confidence interval for Progress 8 English element | 0.09 |
Progress 8 measure for mathematics element | -0.15 |
Lower 95% confidence interval for Progress 8 maths element | -0.33 |
Upper 95% confidence interval for Progress 8 maths element | 0.04 |
Progress 8 measure for EBacc element | -0.22 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.42 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.02 |
Progress 8 measure for open element | 0.05 |
Lower 95% confidence interval for Progress 8 open element | -0.15 |
Upper 95% confidence interval for Progress 8 open element | 0.25 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 52.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 26.70% |
Total EBacc APS score per pupil | 936.31 |
Average EBacc APS score per pupil | 3.25 |
Average EBacc APS score per disadvantaged pupil | 2.97 |
Average EBacc APS score per non-disadvantaged pupil | 3.43 |
Average EBacc APS score per pupil with low prior attainment | 2.47 |
Average EBacc APS score per pupil with middle prior attainment | 3.38 |
Average EBacc APS score per pupil with high prior attainment | 4.79 |
Average EBacc APS score per pupil for whom English is an additional language | 3.34 |
Average EBacc APS score per girl | 3.44 |
Average EBacc APS score per boy | 3.09 |
Average EBacc APS score per non-mobile pupil | 3.28 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 23 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 8.00% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 3.50% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 2.40% |
Number of pupils entering the English Baccalaureate English subject area | 281 |
% of pupils entering the English Baccalaureate English subject area | 97.60% |
Number of pupils entering the English Baccalaureate Maths subject area | 286 |
% of pupils entering the English Baccalaureate Maths subject area | 99.30% |
Number of pupils entering the English Baccalaureate Science subject area | 285 |
% of pupils entering the English Baccalaureate Science subject area | 99.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 268 |
% of pupils entering the English Baccalaureate Humanities subject area | 93.10% |
Number of pupils entering the English Baccalaureate Language subject area | 24 |
% of pupils entering the English Baccalaureate Language subject area | 8.30% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 68.80% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 46.20% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 59.40% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 35.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 48.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 30.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 43.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 27.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 70.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 58.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 248 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 87% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 234 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 87% |
Number of pupils included in English Baccalaureate Language Value Added measure | 16 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 67% |
English Baccalaureate Science Value Added measure | -0.22 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.4 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.04 |
EBacc Humanities VA measure | -0.54 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.76 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.31 |
English Baccalaureate Languages Value Added measure | 0.56 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.4 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.52 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 198 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 133 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 171 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 102 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 137 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 88 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 116 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 73 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 17 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 14 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 18 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 6.30% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 281 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 97.60% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 279 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.90% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 276 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 96.80% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 256 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 95.50% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 21 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 87.50% |
Average Attainment 8 score per disadvantaged pupil | 36.7 |
Number of disadvantaged pupils in Progress 8 measure | 106 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.44 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.71 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.17 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.44 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.71 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.17 |
Average Attainment 8 score per non-disadvantaged pupil | 41.9 |
Number of non-disadvantaged pupils in Progress 8 measure | 145 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.15 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.09 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.38 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.14 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.09 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.38 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.4 |
Progress 8 measure for English element - disadvantaged pupils | -0.27 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.58 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.04 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.7 |
Progress 8 measure for maths element - disadvantaged pupils | -0.68 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.96 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.4 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.1 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.59 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.9 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.27 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.6 |
Progress 8 measure for open element - disadvantaged pupils | -0.25 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.55 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.06 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 8.9 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.01 |
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 | 0.27 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.4 |
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 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.48 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.9 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.22 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.32 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 12.7 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.26 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.53 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.4 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 4.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 4.7 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -13.3 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.6 |
Average Attainment 8 score per pupil with low prior attainment | 31.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 83 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.48 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.17 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.78 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.48 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.17 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.79 |
Average Attainment 8 score per pupil with middle prior attainment | 41.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 139 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.32 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.56 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.08 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.32 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.56 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.08 |
Average Attainment 8 score per pupil with high prior attainment | 57.4 |
Number of pupils with high prior attainment included in Progress 8 measure | 29 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.71 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.23 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.2 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.72 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.25 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.2 |
Average Attainment 8 score per pupil for whom English is an additional language | 40.8 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 8.7 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 7.9 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 11.5 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.7 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 7.9 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 4.7 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 124 |
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 | 0.19 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.06 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.43 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.19 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.07 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.44 |
Average Attainment 8 score per girl | 42.9 |
Average Attainment 8 score per girl for English element | 9.8 |
Average Attainment 8 score per girl for mathematics element | 7.8 |
Average Attainment 8 score per girl for EBacc element | 11.6 |
Average Attainment 8 score per girl for open element | 13.7 |
Average Attainment 8 score per girl - GCSE only | 8.8 |
Average Attainment 8 score per girl - non-GCSE only | 4.8 |
Number of girls included in Progress 8 measure | 118 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.09 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.17 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.34 |
Unadjusted Progress 8 measure - girls | 0.08 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.18 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.34 |
Average Attainment 8 score per boy | 37.2 |
Average Attainment 8 score per boy for English element | 7.8 |
Average Attainment 8 score per boy for mathematics element | 7.6 |
Average Attainment 8 score per boy for EBacc element | 10.8 |
Average Attainment 8 score per boy for open element | 11 |
Average Attainment 8 score per boy - GCSE only | 6.8 |
Average Attainment 8 score per boy - non-GCSE only | 4.2 |
Number of boys included in Progress 8 measure | 133 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.27 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.51 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.03 |
Unadjusted Progress 8 measure - boys | -0.27 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.51 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.02 |
Average Attainment 8 score per non-mobile pupil | 40.4 |
Average Attainment 8 score per non-mobile pupil for English element | 8.8 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 11.3 |
Average Attainment 8 score per non-mobile pupil for open element | 12.5 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 7.9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 4.6 |
Number of non-mobile pupils included in Progress 8 measure | 246 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.06 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.24 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.12 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.06 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.24 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.12 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 5 |
EBacc entered % by low prior attainment | 6.00% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 1.20% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 7 |
EBacc entered % by middle prior attainment | 5.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 2.90% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 2.90% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by high prior attainment | 13.80% |
EBacc achieved % by high prior attainment - with 9-4 passes | 3.40% |
EBacc achieved % by high prior attainment - with 9-5 passes | 3.40% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 8.80% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 7.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 3.50% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 3.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 3.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.70% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.35 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.39 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.02 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.58 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.05 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.13 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.8 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.96 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.71 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.41 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 2.09 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.74 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 2.25 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.3 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.86 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.28 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.19 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.66 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.03 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.14 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.63 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.49 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.55 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.06 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.11 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.71 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.54 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.28 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.5 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.1 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.3 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.62 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.54 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.02 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 3.7 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.79 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 3.54 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.63 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
% of boys with entries in all English Baccalaureate subject areas | 6.50% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 3.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 2.60% |
% of girls with entries in all English Baccalaureate subject areas | 9.60% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 3.70% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 2.20% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 7.60% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 3.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 2.20% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 11.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 4.60% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 3.30% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 46.50% |
% of pupils achieving any qualifications | 99.30% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 45.10% |
% 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 | 26 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 31.30% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 82 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 59.00% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 26 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 89.70% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 46.40% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 58.50% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 53.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 53.50% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 19.50% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 31.40% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 6.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 41 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 29.50% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 22 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 75.90% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 24.20% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 29.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 29.60% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 26.90% |
% of pupils entering more than one language | 1.70% |
% of pupils entering biology, chemistry and physics | 16.70% |
Average number of KS4 entries per pupil | 7.9 |
Average number of KS4 entries per pupil with low prior attainment | 7.6 |
Average number of KS4 entries per pupil with middle prior attainment | 8 |
Average number of KS4 entries per pupil with high prior attainment | 8.4 |
Average number of KS4 entries per disadvantaged pupil | 7.8 |
Average number of KS4 entries per non-disadvantaged pupil | 8 |
Average number of GCSE entries per pupil | 6.7 |
Average number of GCSE entries per pupil with low prior attainment | 6.1 |
Average number of GCSE entries per pupil with middle prior attainment | 6.9 |
Average number of GCSE entries per pupil with high prior attainment | 7.7 |
Average number of GCSE entries per disadvantaged pupil | 6.6 |
Average number of GCSE entries per non-disadvantaged pupil | 6.7 |
Total volume of entries without discounting | 2287 |
Total volume of covid-impacted entries without discounting | 0 |
% 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 | 274 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 253 |
Apprenticeships (number of pupils) | 3 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 4 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 151 |
Further education (number of pupils) | 65 |
School sixth form (number of pupils) | 84 |
Sixth form college (number of pupils) | 2 |
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) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
Apprenticeships (percentage) | 2% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 92% |
Further education (percentage) | 39% |
School sixth form (percentage) | 51% |
Sixth form college (percentage) | 1% |
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) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 109 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 95 |
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 | 165 |
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) | 158 |
Number of pupils completing key stage 4 in 2019/20 | 277 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 121 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 90% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 156 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of pupils completing key stage 4 in 2018/19 | 268 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 118 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 150 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 15 |
Upper confidence limit on the progression score for the total cohort | 25 |
Lower confidence limit on the progression score for the total cohort | 4 |
Cohort size | 67 |
Progressed | 87% |
Apprenticeships | 1% |
Higher Education | 85% |
Top third | 36% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 67 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 15 |
Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 5 |
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 | 85% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 72 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 65 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 60 |
Further education (level 3 and below) (All levels of study) (number of students) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) | 60 |
Other education destinations (All levels of study) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 5 |
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) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 83% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 83% |
Other education destinations (All levels of study) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
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) | 24 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 20 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 18 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 18 |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
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) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 75% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | 75% |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 8% |
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) | 48 |
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) | 45 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
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) | 42 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 42 |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
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) | 3 |
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) | 94% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 88% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 88% |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 6% |
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) | 72 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 65 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 60 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 60 |
Other education destinations (Level 3) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 5 |
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) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 83% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 83% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
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) | 24 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 20 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 18 |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 18 |
Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 2 |
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) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 75% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 75% |
Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 8% |
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) | 48 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 45 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 42 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 42 |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 3 |
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) | 94% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 88% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 88% |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 6% |
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) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
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) | NA |
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) | NA |
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) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
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) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
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) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 15 |
Upper confidence limit on the progression score for the total cohort | 25 |
Lower confidence limit on the progression score for the total cohort | 4 |
Cohort size | 67 |
Progressed | 87% |
Apprenticeships | 1% |
Higher Education | 85% |
Top third | 36% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 67 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 15 |
Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 5 |
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 | 85% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | 0% |