For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1881 |
Number of girls on roll | 959 |
Number of boys on roll | 922 |
Percentage of girls on roll | 51 |
Percentage of boys on roll | 49 |
Number of eligible pupils with an EHC plan | 49 |
Percentage of eligible pupils with an EHC plan | 2.6 |
Number of eligible pupils with SEN support | 253 |
Percentage of eligible pupils with SEN support | 13.5 |
No. pupils where English not first language | 38 |
No. pupils with English first language | 1831 |
No. pupils where first language is unclassified | 12 |
% pupils where English not first language | 2 |
% pupils with English first language | 97.3 |
No. pupils eligible for free school meals | 267 |
Number of pupils eligible for FSM at any time during the past 6 years | 261 |
Total pupils for FSMEver | 1522 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 17.1 |
School address (1) | Green Lane |
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School town | Dronfield |
School postcode | S18 2FZ |
School telephone number | 01246412372 |
School parliamentary constituency code | E14001391 |
School parliamentary constituency name | North East Derbyshire |
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) | 1881 |
Total boys on roll (including part-time pupils) | 922 |
Total girls on roll (including part-time pupils) | 959 |
Number of pupils at the end of key stage 4 | 300 |
Number of boys at the end of key stage 4 | 156 |
% of pupils at the end of key stage 4 who are boys | 52.00% |
Number of girls at the end of key stage 4 | 144 |
% of pupils at the end key stage 4 who are girls | 48.00% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.1 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 42 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 14.20% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 161 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 54.40% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 93 |
% 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) | 42 |
Percentage of key stage 2 disadvantaged pupils | 14.00% |
Number of key stage 2 pupils who are not disadvantaged | 258 |
Percentage of key stage 2 pupils who are not disadvantaged | 86.00% |
Number of eligible pupils with English as additional language (EAL) | 8 |
Percentage of eligible pupils with English as additional language (EAL) | 2.70% |
Number of eligible pupils with English as first language | 292 |
Percentage of eligible pupils with English as first language | 97.30% |
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 | 295 |
% of pupils at the end of key stage 4 who are non-mobile | 98.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.30% |
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 | 45 |
% 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 | 15.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 41 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13.70% |
Total sum of Attainment 8 scores | 15261.3 |
Average Attainment 8 score per pupil | 50.9 |
Total sum of Attainment 8 scores for English element | 3035 |
Average Attainment 8 score per pupil for English element | 10.1 |
Total sum of Attainment 8 scores for mathematics element | 3146 |
Average Attainment 8 score per pupil for mathematics element | 10.5 |
Total sum of Attainment 8 scores for EBacc element | 4656.5 |
Average Attainment 8 score per pupil for EBacc element | 15.5 |
Total sum of Attainment 8 scores for open element | 4423.8 |
Average Attainment 8 score per pupil for open element | 14.7 |
Total sum of Attainment 8 scores for open element - GCSE only | 4133 |
Average Attainment 8 score per pupil for open element - GCSE only | 13.8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 290.8 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 296 |
Number of pupils who have had P8 score adjusted in average | 1 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 99% |
Progress 8 measure after adjustment for extreme scores | 0.08 |
Progress 8 lower 95% confidence interval for adjusted average | -0.08 |
Progress 8 upper 95% confidence interval for adjusted average | 0.24 |
Progress 8 measure based on unadjusted pupil scores | 0.08 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.09 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.24 |
Progress 8 measure for English element | -0.27 |
Lower 95% confidence interval for Progress 8 English element | -0.45 |
Upper 95% confidence interval for Progress 8 English element | -0.08 |
Progress 8 measure for mathematics element | 0.25 |
Lower 95% confidence interval for Progress 8 maths element | 0.08 |
Upper 95% confidence interval for Progress 8 maths element | 0.42 |
Progress 8 measure for EBacc element | 0.27 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.09 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.46 |
Progress 8 measure for open element | -0.01 |
Lower 95% confidence interval for Progress 8 open element | -0.19 |
Upper 95% confidence interval for Progress 8 open element | 0.18 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 75.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 55.70% |
Total EBacc APS score per pupil | 1412.69 |
Average EBacc APS score per pupil | 4.71 |
Average EBacc APS score per disadvantaged pupil | 3.91 |
Average EBacc APS score per non-disadvantaged pupil | 4.84 |
Average EBacc APS score per pupil with low prior attainment | 2.26 |
Average EBacc APS score per pupil with middle prior attainment | 4.39 |
Average EBacc APS score per pupil with high prior attainment | 6.43 |
Average EBacc APS score per pupil for whom English is an additional language | 4.56 |
Average EBacc APS score per girl | 4.88 |
Average EBacc APS score per boy | 4.55 |
Average EBacc APS score per non-mobile pupil | 4.77 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 179 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 59.70% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 39.00% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 26.30% |
Number of pupils entering the English Baccalaureate English subject area | 279 |
% of pupils entering the English Baccalaureate English subject area | 93.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 297 |
% of pupils entering the English Baccalaureate Maths subject area | 99.00% |
Number of pupils entering the English Baccalaureate Science subject area | 297 |
% of pupils entering the English Baccalaureate Science subject area | 99.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 274 |
% of pupils entering the English Baccalaureate Humanities subject area | 91.30% |
Number of pupils entering the English Baccalaureate Language subject area | 180 |
% of pupils entering the English Baccalaureate Language subject area | 60.00% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 78.00% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 63.30% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 83.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 66.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 76.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 60.60% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 70.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 62.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 67.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 51.10% |
Number of pupils included in English Baccalaureate Science Value Added measure | 293 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 99% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 272 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 99% |
Number of pupils included in English Baccalaureate Language Value Added measure | 179 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 99% |
English Baccalaureate Science Value Added measure | 0.33 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.16 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.49 |
EBacc Humanities VA measure | 0.21 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.01 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.42 |
English Baccalaureate Languages Value Added measure | -0.71 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.43 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 234 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 190 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 250 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 198 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 227 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 180 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 193 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 170 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 121 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 92 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 177 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 59.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 279 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 93.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 296 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.70% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 295 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.30% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 274 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 178 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.90% |
Average Attainment 8 score per disadvantaged pupil | 42.9 |
Number of disadvantaged pupils in Progress 8 measure | 40 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.23 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.66 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.21 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.23 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.67 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.22 |
Average Attainment 8 score per non-disadvantaged pupil | 52.2 |
Number of non-disadvantaged pupils in Progress 8 measure | 256 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.13 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.04 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.31 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.12 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.05 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.3 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.5 |
Progress 8 measure for English element - disadvantaged pupils | -0.66 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.16 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.16 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.4 |
Progress 8 measure for maths element - disadvantaged pupils | 0.24 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.22 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.7 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 12.8 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.06 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.57 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.45 |
Average Attainment 8 score per disadvantaged pupil for open element | 12.2 |
Progress 8 measure for open element - disadvantaged pupils | -0.41 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.91 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.09 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.4 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.2 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.4 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.01 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.7 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.25 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.07 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.43 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.33 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.13 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.53 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15.2 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.06 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.14 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.25 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 11.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.1 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -7.1 |
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 | 27.1 |
Number of pupils with low prior attainment included in Progress 8 measure | 42 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.03 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.45 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.4 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.03 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.46 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.41 |
Average Attainment 8 score per pupil with middle prior attainment | 47.8 |
Number of pupils with middle prior attainment included in Progress 8 measure | 161 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.17 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.05 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.39 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.17 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.06 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.39 |
Average Attainment 8 score per pupil with high prior attainment | 67.4 |
Number of pupils with high prior attainment included in Progress 8 measure | 93 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.01 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.3 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.27 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.03 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.33 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.26 |
Average Attainment 8 score per pupil for whom English is an additional language | 49.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 9 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.3 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.5 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.6 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.1 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.5 |
Number of pupils for whom English is an additional language included in Progress 8 measure | SUPP |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | SUPP |
Adjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Average Attainment 8 score per girl | 53.1 |
Average Attainment 8 score per girl for English element | 11 |
Average Attainment 8 score per girl for mathematics element | 10.5 |
Average Attainment 8 score per girl for EBacc element | 15.8 |
Average Attainment 8 score per girl for open element | 15.7 |
Average Attainment 8 score per girl - GCSE only | 14.7 |
Average Attainment 8 score per girl - non-GCSE only | 1 |
Number of girls included in Progress 8 measure | 142 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.16 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.07 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.39 |
Unadjusted Progress 8 measure - girls | 0.15 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.09 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.38 |
Average Attainment 8 score per boy | 48.8 |
Average Attainment 8 score per boy for English element | 9.3 |
Average Attainment 8 score per boy for mathematics element | 10.4 |
Average Attainment 8 score per boy for EBacc element | 15.2 |
Average Attainment 8 score per boy for open element | 13.9 |
Average Attainment 8 score per boy - GCSE only | 12.9 |
Average Attainment 8 score per boy - non-GCSE only | 0.9 |
Number of boys included in Progress 8 measure | 154 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.01 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.21 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.24 |
Unadjusted Progress 8 measure - boys | 0.01 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.22 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.24 |
Average Attainment 8 score per non-mobile pupil | 51.5 |
Average Attainment 8 score per non-mobile pupil for English element | 10.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10.6 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 15.7 |
Average Attainment 8 score per non-mobile pupil for open element | 14.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 13.9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1 |
Number of non-mobile pupils included in Progress 8 measure | 291 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.11 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.06 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.27 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.1 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.07 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.26 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 5 |
EBacc entered % by low prior attainment | 11.90% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
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 | 98 |
EBacc entered % by middle prior attainment | 60.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 32.30% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 16.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 75 |
EBacc entered % by high prior attainment | 80.60% |
EBacc achieved % by high prior attainment - with 9-4 passes | 68.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 55.90% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 54.80% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 60.50% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 23.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 14.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 41.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 28.30% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.27 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.35 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.3 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.04 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.38 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.25 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.33 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.02 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.05 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.24 |
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 | -0.68 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.74 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.16 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.65 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.42 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.49 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.56 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.2 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.72 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.18 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.57 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.12 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.6 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.01 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.54 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.64 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.47 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.02 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.87 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.38 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.61 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.05 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.35 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.39 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.36 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.96 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.34 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.95 |
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 | -0.3 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.07 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.3 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.18 |
% of boys with entries in all English Baccalaureate subject areas | 60.30% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 34.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 20.50% |
% of girls with entries in all English Baccalaureate subject areas | 59.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 44.40% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 32.60% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 60.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 39.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 26.80% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 50.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 37.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 37.50% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 70.30% |
% of pupils achieving any qualifications | 99.30% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 61.90% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 77.10% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 10 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 23.80% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 122 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 75.80% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 91 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.80% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 71.80% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 78.50% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 62.50% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 75.90% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 40.50% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 58.10% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 7.10% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 77 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 47.80% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 85 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 91.40% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 54.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 56.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 50.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 56.30% |
% of pupils entering more than one language | 0.30% |
% of pupils entering biology, chemistry and physics | 24.70% |
Average number of KS4 entries per pupil | 7.8 |
Average number of KS4 entries per pupil with low prior attainment | 6.6 |
Average number of KS4 entries per pupil with middle prior attainment | 7.9 |
Average number of KS4 entries per pupil with high prior attainment | 8.2 |
Average number of KS4 entries per disadvantaged pupil | 7.4 |
Average number of KS4 entries per non-disadvantaged pupil | 7.9 |
Average number of GCSE entries per pupil | 7.5 |
Average number of GCSE entries per pupil with low prior attainment | 6.3 |
Average number of GCSE entries per pupil with middle prior attainment | 7.6 |
Average number of GCSE entries per pupil with high prior attainment | 8 |
Average number of GCSE entries per disadvantaged pupil | 7.2 |
Average number of GCSE entries per non-disadvantaged pupil | 7.6 |
Total volume of entries without discounting | 2346 |
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 | 306 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 292 |
Apprenticeships (number of pupils) | 11 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 3 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 237 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 160 |
Sixth form college (number of pupils) | 0 |
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) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 1% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 90% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 61% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | SUPP |
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 | 42 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 41 |
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 | 264 |
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) | 251 |
Number of pupils completing key stage 4 in 2019/20 | 297 |
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 | 56 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 91% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 241 |
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 | 296 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 36 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 86% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 260 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 3 |
Upper confidence limit on the progression score for the total cohort | 9 |
Lower confidence limit on the progression score for the total cohort | -3 |
Cohort size | 166 |
Progressed | 83% |
Apprenticeships | 3% |
Higher Education | 80% |
Top third | 33% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 166 |
Progressed for academic/applied general cohort | 83% |
Progression score for academic/applied general cohort | 3 |
Upper confidence limit on the progression score for the academic/applied general cohort | 9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 67% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 58% |
Top third for disadvantaged students | 17% |
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) | 188 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 177 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 10 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 138 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 137 |
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) | 29 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 9 |
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) | 94% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 5% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 73% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 73% |
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) | 15% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 5% |
Activity not captured in data (All levels of study) (percentage) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 17 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 16 |
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) | 15 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
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) | 1 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 94% |
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) | 88% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 6% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 6% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 171 |
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) | 161 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 10 |
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) | 123 |
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) | 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) | 28 |
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) | 8 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
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) | 6% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 72% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 16% |
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) | 5% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 188 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 177 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 10 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 138 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 137 |
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) | 29 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 9 |
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) | 94% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 5% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 73% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 73% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 15% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 5% |
Activity not captured in data (Level 3) (percentage) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 17 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 16 |
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) | 15 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 94% |
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) | 88% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 6% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 6% |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 171 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 161 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 10 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 123 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 28 |
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) | 8 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 2 |
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) | 6% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 72% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 16% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 5% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 1% |
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 | 3 |
Upper confidence limit on the progression score for the total cohort | 9 |
Lower confidence limit on the progression score for the total cohort | -3 |
Cohort size | 166 |
Progressed | 83% |
Apprenticeships | 3% |
Higher Education | 80% |
Top third | 33% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 166 |
Progressed for academic/applied general cohort | 83% |
Progression score for academic/applied general cohort | 3 |
Upper confidence limit on the progression score for the academic/applied general cohort | 9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 67% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 58% |
Top third for disadvantaged students | 17% |
Higher technical for disadvantaged students | SUPP |