For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1642 |
Number of girls on roll | 813 |
Number of boys on roll | 829 |
Percentage of girls on roll | 49.5 |
Percentage of boys on roll | 50.5 |
Number of eligible pupils with an EHC plan | 37 |
Percentage of eligible pupils with an EHC plan | 2.3 |
Number of eligible pupils with SEN support | 183 |
Percentage of eligible pupils with SEN support | 11.1 |
No. pupils where English not first language | 497 |
No. pupils with English first language | 1129 |
No. pupils where first language is unclassified | 16 |
% pupils where English not first language | 30.3 |
% pupils with English first language | 68.8 |
No. pupils eligible for free school meals | 286 |
Number of pupils eligible for FSM at any time during the past 6 years | 255 |
Total pupils for FSMEver | 1291 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 19.8 |
School address (1) | King Lane |
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School town | Leeds |
School postcode | LS17 7AG |
School telephone number | 01132034770 |
School parliamentary constituency code | E14001321 |
School parliamentary constituency name | Leeds North East |
Religious denomination | Does not apply |
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) | 1642 |
Total boys on roll (including part-time pupils) | 829 |
Total girls on roll (including part-time pupils) | 813 |
Number of pupils at the end of key stage 4 | 222 |
Number of boys at the end of key stage 4 | 110 |
% of pupils at the end of key stage 4 who are boys | 49.50% |
Number of girls at the end of key stage 4 | 112 |
% of pupils at the end key stage 4 who are girls | 50.50% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.1 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 38 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 18.40% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 104 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 50.20% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 65 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 31.40% |
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) | 39 |
Percentage of key stage 2 disadvantaged pupils | 17.60% |
Number of key stage 2 pupils who are not disadvantaged | 183 |
Percentage of key stage 2 pupils who are not disadvantaged | 82.40% |
Number of eligible pupils with English as additional language (EAL) | 61 |
Percentage of eligible pupils with English as additional language (EAL) | 27.50% |
Number of eligible pupils with English as first language | 158 |
Percentage of eligible pupils with English as first language | 71.20% |
Number of eligible pupils with unclassified language | 3 |
Percentage of eligible pupils with unclassified language | 1.40% |
Number of pupils at the end of key stage 4 who are non-mobile | 210 |
% of pupils at the end of key stage 4 who are non-mobile | 94.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.90% |
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 | 35 |
% 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 | 15.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 33 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.90% |
Total sum of Attainment 8 scores | 12941 |
Average Attainment 8 score per pupil | 58.3 |
Total sum of Attainment 8 scores for English element | 2638 |
Average Attainment 8 score per pupil for English element | 11.9 |
Total sum of Attainment 8 scores for mathematics element | 2674 |
Average Attainment 8 score per pupil for mathematics element | 12 |
Total sum of Attainment 8 scores for EBacc element | 3894.5 |
Average Attainment 8 score per pupil for EBacc element | 17.5 |
Total sum of Attainment 8 scores for open element | 3734.5 |
Average Attainment 8 score per pupil for open element | 16.8 |
Total sum of Attainment 8 scores for open element - GCSE only | 3562.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 16 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 172 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.8 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
Average number of Open slots filled in Attainment 8 per pupil | 3 |
Number of pupils included in Progress 8 measure | 207 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 93% |
Progress 8 measure after adjustment for extreme scores | 0.89 |
Progress 8 lower 95% confidence interval for adjusted average | 0.7 |
Progress 8 upper 95% confidence interval for adjusted average | 1.09 |
Progress 8 measure based on unadjusted pupil scores | 0.89 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.7 |
Progress 8 upper 95% confidence interval for unadjusted average | 1.09 |
Progress 8 measure for English element | 0.7 |
Lower 95% confidence interval for Progress 8 English element | 0.48 |
Upper 95% confidence interval for Progress 8 English element | 0.92 |
Progress 8 measure for mathematics element | 1.14 |
Lower 95% confidence interval for Progress 8 maths element | 0.93 |
Upper 95% confidence interval for Progress 8 maths element | 1.34 |
Progress 8 measure for EBacc element | 0.99 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.76 |
Upper 95% confidence interval for Progress 8 EBacc element | 1.21 |
Progress 8 measure for open element | 0.77 |
Lower 95% confidence interval for Progress 8 open element | 0.55 |
Upper 95% confidence interval for Progress 8 open element | 0.99 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 87.80% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 77.00% |
Total EBacc APS score per pupil | 1214.5 |
Average EBacc APS score per pupil | 5.47 |
Average EBacc APS score per disadvantaged pupil | 4.19 |
Average EBacc APS score per non-disadvantaged pupil | 5.74 |
Average EBacc APS score per pupil with low prior attainment | 3.24 |
Average EBacc APS score per pupil with middle prior attainment | 5.14 |
Average EBacc APS score per pupil with high prior attainment | 7.09 |
Average EBacc APS score per pupil for whom English is an additional language | 5.97 |
Average EBacc APS score per girl | 5.72 |
Average EBacc APS score per boy | 5.22 |
Average EBacc APS score per non-mobile pupil | 5.45 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 148 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 66.70% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 56.80% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 44.10% |
Number of pupils entering the English Baccalaureate English subject area | 219 |
% of pupils entering the English Baccalaureate English subject area | 98.60% |
Number of pupils entering the English Baccalaureate Maths subject area | 221 |
% of pupils entering the English Baccalaureate Maths subject area | 99.50% |
Number of pupils entering the English Baccalaureate Science subject area | 219 |
% of pupils entering the English Baccalaureate Science subject area | 98.60% |
Number of pupils entering the English Baccalaureate Humanities subject area | 193 |
% of pupils entering the English Baccalaureate Humanities subject area | 86.90% |
Number of pupils entering the English Baccalaureate Language subject area | 158 |
% of pupils entering the English Baccalaureate Language subject area | 71.20% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 91.00% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 82.40% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 90.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 82.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 84.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 69.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 83.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 78.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 86.70% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 73.40% |
Number of pupils included in English Baccalaureate Science Value Added measure | 204 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 180 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 93% |
Number of pupils included in English Baccalaureate Language Value Added measure | 148 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 94% |
English Baccalaureate Science Value Added measure | 0.86 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.66 |
English Baccalaureate Science Value Added upper 95% confidence limit | 1.06 |
EBacc Humanities VA measure | 1.07 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.81 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.33 |
English Baccalaureate Languages Value Added measure | 0.61 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.3 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.93 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 202 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 183 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 200 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 184 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 184 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 153 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 162 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 151 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 137 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 116 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 148 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 66.70% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 219 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 98.60% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 221 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.50% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 219 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 192 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.50% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 158 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 45.9 |
Number of disadvantaged pupils in Progress 8 measure | 36 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.55 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0.09 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.01 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.55 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0.08 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.02 |
Average Attainment 8 score per non-disadvantaged pupil | 60.9 |
Number of non-disadvantaged pupils in Progress 8 measure | 171 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.97 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.75 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.18 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.97 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.75 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.18 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.8 |
Progress 8 measure for English element - disadvantaged pupils | 0.48 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.05 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 1.01 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.8 |
Progress 8 measure for maths element - disadvantaged pupils | 1.04 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.56 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 1.53 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 13.2 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.53 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.01 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 1.06 |
Average Attainment 8 score per disadvantaged pupil for open element | 13 |
Progress 8 measure for open element - disadvantaged pupils | 0.29 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.24 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.82 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 12.3 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.75 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.51 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.99 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12.5 |
Progress 8 measure for maths element - non-disadvantaged pupils | 1.16 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.93 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.38 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 18.5 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.08 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.84 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.33 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 17.6 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.87 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.63 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.11 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 12 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 16.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.7 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -4.1 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.39 |
Average Attainment 8 score per pupil with low prior attainment | 37.8 |
Number of pupils with low prior attainment included in Progress 8 measure | 38 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 1.24 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.79 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.69 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 1.24 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.78 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.7 |
Average Attainment 8 score per pupil with middle prior attainment | 55.4 |
Number of pupils with middle prior attainment included in Progress 8 measure | 104 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.89 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.62 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.16 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.89 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.61 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.17 |
Average Attainment 8 score per pupil with high prior attainment | 72.9 |
Number of pupils with high prior attainment included in Progress 8 measure | 65 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.7 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.35 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.04 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.7 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.35 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.05 |
Average Attainment 8 score per pupil for whom English is an additional language | 62.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.5 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 19.3 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 17.7 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 17.1 |
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 | 48 |
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 | 1.56 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 1.16 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.96 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.56 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 1.15 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.96 |
Average Attainment 8 score per girl | 60.7 |
Average Attainment 8 score per girl for English element | 12.5 |
Average Attainment 8 score per girl for mathematics element | 12 |
Average Attainment 8 score per girl for EBacc element | 18.2 |
Average Attainment 8 score per girl for open element | 17.9 |
Average Attainment 8 score per girl - GCSE only | 17.2 |
Average Attainment 8 score per girl - non-GCSE only | 0.8 |
Number of girls included in Progress 8 measure | 101 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 1.13 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.85 |
Adjusted Progress 8 upper 95% confidence interval - girls | 1.41 |
Unadjusted Progress 8 measure - girls | 1.13 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.85 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 1.41 |
Average Attainment 8 score per boy | 55.9 |
Average Attainment 8 score per boy for English element | 11.3 |
Average Attainment 8 score per boy for mathematics element | 12.1 |
Average Attainment 8 score per boy for EBacc element | 16.8 |
Average Attainment 8 score per boy for open element | 15.7 |
Average Attainment 8 score per boy - GCSE only | 14.9 |
Average Attainment 8 score per boy - non-GCSE only | 0.8 |
Number of boys included in Progress 8 measure | 106 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.67 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.4 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.94 |
Unadjusted Progress 8 measure - boys | 0.67 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.4 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.94 |
Average Attainment 8 score per non-mobile pupil | 58 |
Average Attainment 8 score per non-mobile pupil for English element | 11.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 12 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 17.3 |
Average Attainment 8 score per non-mobile pupil for open element | 16.8 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 16 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
Number of non-mobile pupils included in Progress 8 measure | 204 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.88 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.68 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.07 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.88 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.68 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.08 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 11 |
EBacc entered % by low prior attainment | 28.90% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 21.10% |
EBacc achieved % by low prior attainment - with 9-5 passes | 10.50% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 69 |
EBacc entered % by middle prior attainment | 66.30% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 51.90% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 31.70% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 59 |
EBacc entered % by high prior attainment | 90.80% |
EBacc achieved % by high prior attainment - with 9-4 passes | 86.20% |
EBacc achieved % by high prior attainment - with 9-5 passes | 81.50% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 51.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 69.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 33.30% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 17.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 61.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 49.70% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.14 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.84 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.74 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.72 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.89 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.35 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.04 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.03 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.48 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.18 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.41 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.64 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.39 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.24 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.67 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 1.22 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.23 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.1 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.67 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.61 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.66 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.12 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.56 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.09 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.38 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 1.14 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.18 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.47 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.9 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 2.06 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.64 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.4 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.67 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.46 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.59 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.13 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.64 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.01 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.33 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.44 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.38 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.08 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.2 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.89 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.11 |
% of boys with entries in all English Baccalaureate subject areas | 60.90% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 49.10% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 37.30% |
% of girls with entries in all English Baccalaureate subject areas | 72.30% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 64.30% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 50.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 68.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 58.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 44.80% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 75.40% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 65.60% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 54.10% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 82.90% |
% of pupils achieving any qualifications | 100.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 71.80% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 91.30% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 22 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 57.90% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 94 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 90.40% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 65 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 83.60% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 92.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 90.20% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 87.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 53.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 82.00% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 12 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 31.60% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 83 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 79.80% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 64 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 98.50% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 71.80% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 82.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 80.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 77.10% |
% of pupils entering more than one language | 7.20% |
% of pupils entering biology, chemistry and physics | 32.00% |
Average number of KS4 entries per pupil | 9.1 |
Average number of KS4 entries per pupil with low prior attainment | 8.2 |
Average number of KS4 entries per pupil with middle prior attainment | 9 |
Average number of KS4 entries per pupil with high prior attainment | 9.9 |
Average number of KS4 entries per disadvantaged pupil | 8.4 |
Average number of KS4 entries per non-disadvantaged pupil | 9.3 |
Average number of GCSE entries per pupil | 8.9 |
Average number of GCSE entries per pupil with low prior attainment | 7.8 |
Average number of GCSE entries per pupil with middle prior attainment | 8.9 |
Average number of GCSE entries per pupil with high prior attainment | 9.8 |
Average number of GCSE entries per disadvantaged pupil | 8.2 |
Average number of GCSE entries per non-disadvantaged pupil | 9.1 |
Total volume of entries without discounting | 2037 |
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 | Well above average |
Number of pupils completing key stage 4 in 2020/21 | 221 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 214 |
Apprenticeships (number of pupils) | SUPP |
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) | 169 |
Further education (number of pupils) | 31 |
School sixth form (number of pupils) | 132 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 3 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 98% |
Apprenticeships (percentage) | SUPP |
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) | 18% |
School sixth form (percentage) | 75% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
Activity not captured (percentage) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 46 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 42 |
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 | 175 |
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) | 172 |
Number of pupils completing key stage 4 in 2019/20 | 227 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 64 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 89% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 163 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
Number of pupils completing key stage 4 in 2018/19 | 222 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 53 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 169 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 6 |
Upper confidence limit on the progression score for the total cohort | 12 |
Lower confidence limit on the progression score for the total cohort | 0 |
Cohort size | 158 |
Progressed | 81% |
Apprenticeships | 6% |
Higher Education | 73% |
Top third | 30% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 143 |
Progressed for academic/applied general cohort | 84% |
Progression score for academic/applied general cohort | 5 |
Upper confidence limit on the progression score for the academic/applied general cohort | 11 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -1 |
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 | 15 |
Progressed for other level 3 qualifications cohort | 53% |
Score for other level 3 qualifications cohort | 7 |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | 31 |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | -17 |
Progressed for disadvantaged students | 76% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 68% |
Top third for disadvantaged students | 12% |
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) | 179 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 158 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 6 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 104 |
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) | 90 |
Other education destinations (All levels of study) (number of students) | 10 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 48 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 16 |
Activity not captured in data (All levels of study) (number of students) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 88% |
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) | 58% |
Further education (level 3 and below) (All levels of study) (percentage) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) | 50% |
Other education destinations (All levels of study) (percentage) | 6% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 27% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
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) | 29 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 26 |
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) | 23 |
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) | 90% |
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) | 79% |
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) | 150 |
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) | 132 |
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) | 81 |
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) | 88% |
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) | 54% |
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) | 176 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 156 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 6 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 103 |
Further education (level 3 and below) (Level 3) (number of students) | 4 |
Higher education (level 4 and above) (Level 3) (number of students) | 90 |
Other education destinations (Level 3) (number of students) | 9 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 47 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 15 |
Activity not captured in data (Level 3) (number of students) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 59% |
Further education (level 3 and below) (Level 3) (percentage) | 2% |
Higher education (level 4 and above) (Level 3) (percentage) | 51% |
Other education destinations (Level 3) (percentage) | 5% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 27% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
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) | 3 |
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 | 6 |
Upper confidence limit on the progression score for the total cohort | 12 |
Lower confidence limit on the progression score for the total cohort | 0 |
Cohort size | 158 |
Progressed | 81% |
Apprenticeships | 6% |
Higher Education | 73% |
Top third | 30% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 143 |
Progressed for academic/applied general cohort | 84% |
Progression score for academic/applied general cohort | 5 |
Upper confidence limit on the progression score for the academic/applied general cohort | 11 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -1 |
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 | 15 |
Progressed for other level 3 qualifications cohort | 53% |
Score for other level 3 qualifications cohort | 7 |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | 31 |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | -17 |
Progressed for disadvantaged students | 76% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 68% |
Top third for disadvantaged students | 12% |
Higher technical for disadvantaged students | SUPP |