For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 733 |
Number of girls on roll | 357 |
Number of boys on roll | 376 |
Percentage of girls on roll | 48.7 |
Percentage of boys on roll | 51.3 |
Number of eligible pupils with an EHC plan | 19 |
Percentage of eligible pupils with an EHC plan | 2.6 |
Number of eligible pupils with SEN support | 104 |
Percentage of eligible pupils with SEN support | 14.2 |
No. pupils where English not first language | 16 |
No. pupils with English first language | 717 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 2.2 |
% pupils with English first language | 97.8 |
No. pupils eligible for free school meals | 241 |
Number of pupils eligible for FSM at any time during the past 6 years | 237 |
Total pupils for FSMEver | 661 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 35.9 |
Alphabetic index | 13608 |
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School address (1) | Acklington Road |
School address (2) | Amble |
School town | Morpeth |
School postcode | NE65 0NG |
School telephone number | 1665710636 |
School parliamentary constituency code | E14001397 |
School parliamentary constituency name | North Northumberland |
Converter academy: URN | 0 |
Religious denomination | Does not apply |
Age range | 10-18 |
School published in secondary school (key stage 4) performance tables | 0 |
School published in school and college (key stage 5) performance tables | 0 |
Total number of pupils (including part-time pupils) | 733 |
Number of pupils aged 11 | 91 |
Published eligible pupil number | 91 |
Eligible boys on school roll at time of tests | 48 |
Eligible girls on school roll at time of tests | 43 |
Percentage of eligible boys on school roll at time of tests | 53% |
Percentage of eligible girls on school roll at time of tests | 47% |
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) | 29 |
Percentage of key stage 2 disadvantaged pupils | 32% |
Number of key stage 2 pupils who are not disadvantaged | 62 |
Percentage of key stage 2 pupils who are not disadvantaged | 68% |
Number of eligible pupils with English as additional language (EAL) | 3 |
Percentage of eligible pupils with English as additional language (EAL) | 3% |
Number of eligible pupils classified as non-mobile | 87 |
Percentage of eligible pupils classified as non-mobile | 96% |
Percentage of pupils reaching the expected standard in reading, writing and maths | 30% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
Percentage of pupils reaching the expected standard in reading | 52% |
Percentage of pupils achieving a high score in reading | 9% |
Percentage of pupils absent from or not able to access the test in reading | 1% |
Average scaled score in reading | 100 |
Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 59% |
Percentage of pupils achieving a high score in grammar, punctuation and spelling | 23% |
Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 1% |
Average scaled score in grammar, punctuation and spelling | 102 |
Percentage of pupils reaching the expected standard in maths | 35% |
Percentage of pupils achieving a high score in maths | 7% |
Percentage of pupils absent from or not able to access the test in maths | 1% |
Average scaled score in maths | 97 |
Percentage of pupils reaching the expected standard in writing | 58% |
Percentage of pupils working at greater depth within the expected standard in writing | 4% |
Percentage of pupils working towards the expected standard in writing | 37% |
Percentage of pupils absent or disapplied in writing TA | 1% |
Percentage of pupils reaching the expected standard in science TA | 73% |
Percentage of pupils absent or disapplied in science TA | 0% |
Percentage of boys reaching the expected standard in reading, writing and maths | 40% |
Percentage of girls reaching the expected standard in reading, writing and maths | 19% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 17% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 35% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -50 |
Percentage of EAL pupils reaching the expected standard in reading, writing and maths | SUPP |
Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 31% |
Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 6% |
Percentage of girls reaching the HIGHected standard in reading, writing and maths | 0% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 5% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -10 |
Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
Average scaled score in reading for boys | 101 |
Average scaled score in reading for girls | 99 |
Average scaled score in reading for disadvantaged pupils | 99 |
Average scaled score in reading for non-disadvantaged pupils | 100 |
Average scaled score in reading for EAL pupils | SUPP |
Average scaled score in reading for MOBN pupils | 100 |
Average scaled score in maths for boys | 99 |
Average scaled score in maths for girls | 95 |
Average scaled score in maths for disadvantaged pupils | 95 |
Average scaled score in maths for non-disadvantaged pupils | 98 |
Average scaled score in maths for EAL pupils | SUPP |
Average scaled score in maths for MOBN pupils | 97 |
Average scaled score in GPS for boys | 104 |
Average scaled score in GPS for girls | 100 |
Average scaled score in GPS for disadvantaged pupils | 100 |
Average scaled score in GPS for non-disadvantaged pupils | 103 |
Average scaled score in GPS for EAL pupils | SUPP |
Average scaled score in GPS for MOBN pupils | 102 |
Percentage of disadvantaged pupils reaching the expected standard in reading | 48% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading | 53% |
Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 55% |
Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 61% |
Percentage of disadvantaged pupils reaching the expected standard in maths | 21% |
Percentage of non-disadvantaged pupils reaching the expected standard in maths | 42% |
Percentage of disadvantaged pupils reaching the expected standard in writing | 55% |
Percentage of non-disadvantaged pupils reaching the expected standard in writing | 60% |
Percentage of disadvantaged pupils achieving a high score in reading | 3% |
Percentage of non-disadvantaged pupils achieving a high score in reading | 11% |
Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 10% |
Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 29% |
Percentage of disadvantaged pupils achieving a high score in maths | 3% |
Percentage of non-disadvantaged pupils achieving a high score in maths | 8% |
Percentage of disadvantaged pupils working at greater depth in writing | 3% |
Percentage of non-disadvantaged pupils working at greater depth in writing | 5% |
Number of eligible pupils with English as first language | 88 |
Percentage of eligible pupils with English as first language | 97% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0% |
Number of eligible pupils with EHC plan | 2 |
Percentage of eligible pupils with EHC plan | 2% |
Number of eligible pupils with SEN support | 13 |
Percentage of eligible pupils with SEN support | 14% |
Number of eligible pupils with SEN (EHC plan or SEN support) | 15 |
Percentage of eligible pupils with SEN (EHC plan or SEN support) | 16% |
Number of eligible pupils 2023 | 97 |
Percentage of key stage 2 disadvantaged pupils one year prior | 33% |
Percentage of key stage 2 pupils who are not disadvantaged one year prior | 67% |
Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 30% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 25% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 32% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
Reading progress measure - one year prior | -4 |
Reading progress measure - lower confidence limit - one year prior | -5.2 |
Reading progress measure - upper confidence limit - one year prior | -2.7 |
Writing progress measure - one year prior | -6 |
Writing progress measure - lower confidence limit - one year prior | -7.2 |
Writing progress measure - upper confidence limit - one year prior | -4.8 |
Maths progress measure - one year prior | -4.7 |
Maths progress measure - lower confidence limit - one year prior | -5.9 |
Maths progress measure - upper confidence limit - one year prior | -3.5 |
Average scaled score in reading - one year prior | 101 |
Average scaled score in maths - one year prior | 99 |
School address (1) | Acklington Road |
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School address (2) | Amble |
School town | Morpeth |
School postcode | NE65 0NG |
School telephone number | 01665710636 |
School parliamentary constituency code | E14001397 |
School parliamentary constituency name | North Northumberland |
Religious denomination | Does not apply |
Age range | 9-18 |
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) | NA |
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) | 733 |
Total boys on roll (including part-time pupils) | 376 |
Total girls on roll (including part-time pupils) | 357 |
Number of pupils at the end of key stage 4 | 96 |
Number of boys at the end of key stage 4 | 41 |
% of pupils at the end of key stage 4 who are boys | 42.70% |
Number of girls at the end of key stage 4 | 55 |
% of pupils at the end key stage 4 who are girls | 57.30% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 99.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 40 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 43.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 45 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 48.90% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 7 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 7.60% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 33 |
Percentage of key stage 2 disadvantaged pupils | 34.40% |
Number of key stage 2 pupils who are not disadvantaged | 63 |
Percentage of key stage 2 pupils who are not disadvantaged | 65.60% |
Number of eligible pupils with English as additional language (EAL) | 2 |
Percentage of eligible pupils with English as additional language (EAL) | 2.10% |
Number of eligible pupils with English as first language | 94 |
Percentage of eligible pupils with English as first language | 97.90% |
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 | 93 |
% of pupils at the end of key stage 4 who are non-mobile | 96.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 14 |
% 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 | 14.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11.50% |
Total sum of Attainment 8 scores | 3275.8 |
Average Attainment 8 score per pupil | 34.1 |
Total sum of Attainment 8 scores for English element | 670 |
Average Attainment 8 score per pupil for English element | 7 |
Total sum of Attainment 8 scores for mathematics element | 694 |
Average Attainment 8 score per pupil for mathematics element | 7.2 |
Total sum of Attainment 8 scores for EBacc element | 952 |
Average Attainment 8 score per pupil for EBacc element | 9.9 |
Total sum of Attainment 8 scores for open element | 959.8 |
Average Attainment 8 score per pupil for open element | 10 |
Total sum of Attainment 8 scores for open element - GCSE only | 667 |
Average Attainment 8 score per pupil for open element - GCSE only | 6.9 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 292.8 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 3 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.6 |
Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
Number of pupils included in Progress 8 measure | 92 |
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 | 96% |
Progress 8 measure after adjustment for extreme scores | -0.36 |
Progress 8 lower 95% confidence interval for adjusted average | -0.65 |
Progress 8 upper 95% confidence interval for adjusted average | -0.07 |
Progress 8 measure based on unadjusted pupil scores | -0.37 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.66 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.08 |
Progress 8 measure for English element | -0.72 |
Lower 95% confidence interval for Progress 8 English element | -1.05 |
Upper 95% confidence interval for Progress 8 English element | -0.39 |
Progress 8 measure for mathematics element | -0.05 |
Lower 95% confidence interval for Progress 8 maths element | -0.36 |
Upper 95% confidence interval for Progress 8 maths element | 0.25 |
Progress 8 measure for EBacc element | -0.28 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.61 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.06 |
Progress 8 measure for open element | -0.44 |
Lower 95% confidence interval for Progress 8 open element | -0.77 |
Upper 95% confidence interval for Progress 8 open element | -0.11 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 39.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 17.70% |
Total EBacc APS score per pupil | 275.71 |
Average EBacc APS score per pupil | 2.87 |
Average EBacc APS score per disadvantaged pupil | 2.18 |
Average EBacc APS score per non-disadvantaged pupil | 3.23 |
Average EBacc APS score per pupil with low prior attainment | 1.72 |
Average EBacc APS score per pupil with middle prior attainment | 3.41 |
Average EBacc APS score per pupil with high prior attainment | 5.86 |
Average EBacc APS score per pupil for whom English is an additional language | SUPP |
Average EBacc APS score per girl | 3.02 |
Average EBacc APS score per boy | 2.67 |
Average EBacc APS score per non-mobile pupil | 2.84 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 10 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 10.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 7.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 6.30% |
Number of pupils entering the English Baccalaureate English subject area | 91 |
% of pupils entering the English Baccalaureate English subject area | 94.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 92 |
% of pupils entering the English Baccalaureate Maths subject area | 95.80% |
Number of pupils entering the English Baccalaureate Science subject area | 91 |
% of pupils entering the English Baccalaureate Science subject area | 94.80% |
Number of pupils entering the English Baccalaureate Humanities subject area | 80 |
% of pupils entering the English Baccalaureate Humanities subject area | 83.30% |
Number of pupils entering the English Baccalaureate Language subject area | 12 |
% of pupils entering the English Baccalaureate Language subject area | 12.50% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 44.80% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 21.90% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 56.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 29.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 40.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 27.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 32.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 21.30% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 83.30% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 83.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 87 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 96% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 76 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
Number of pupils included in English Baccalaureate Language Value Added measure | 11 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 92% |
English Baccalaureate Science Value Added measure | -0.05 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.36 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.26 |
EBacc Humanities VA measure | -0.58 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.98 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.18 |
English Baccalaureate Languages Value Added measure | 0.99 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.17 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 2.15 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 43 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 21 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 54 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 28 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 37 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 25 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 26 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 17 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 10 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 10 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 10 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 10.40% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 89 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 92.70% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 90 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 93.80% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 87 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 95.60% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 73 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 91.30% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 12 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 25.4 |
Number of disadvantaged pupils in Progress 8 measure | 32 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.87 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.36 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.38 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.9 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.4 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.4 |
Average Attainment 8 score per non-disadvantaged pupil | 38.7 |
Number of non-disadvantaged pupils in Progress 8 measure | 60 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.09 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.45 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.27 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.09 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.45 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.28 |
Average Attainment 8 score per disadvantaged pupil for English element | 5.5 |
Progress 8 measure for English element - disadvantaged pupils | -1.16 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.72 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.6 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 5.6 |
Progress 8 measure for maths element - disadvantaged pupils | -0.53 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.04 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.01 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 7.2 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.81 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.38 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.24 |
Average Attainment 8 score per disadvantaged pupil for open element | 7.1 |
Progress 8 measure for open element - disadvantaged pupils | -1.06 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.62 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.5 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 7.8 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.49 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.9 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.08 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.1 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.2 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.18 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.58 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.3 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.01 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.41 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.42 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 11.5 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.11 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.52 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.3 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 4.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 8.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -24.6 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.03 |
Average Attainment 8 score per pupil with low prior attainment | 21.8 |
Number of pupils with low prior attainment included in Progress 8 measure | 40 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.47 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.91 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.03 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.47 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.92 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.02 |
Average Attainment 8 score per pupil with middle prior attainment | 40.2 |
Number of pupils with middle prior attainment included in Progress 8 measure | 45 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.33 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.74 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.09 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.35 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.77 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.07 |
Average Attainment 8 score per pupil with high prior attainment | 66 |
Number of pupils with high prior attainment included in Progress 8 measure | 7 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.06 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.99 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.11 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.06 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.01 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.12 |
Average Attainment 8 score per pupil for whom English is an additional language | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for English element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for open element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | SUPP |
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 | 35.6 |
Average Attainment 8 score per girl for English element | 7.5 |
Average Attainment 8 score per girl for mathematics element | 7.1 |
Average Attainment 8 score per girl for EBacc element | 10.2 |
Average Attainment 8 score per girl for open element | 10.9 |
Average Attainment 8 score per girl - GCSE only | 8.5 |
Average Attainment 8 score per girl - non-GCSE only | 2.3 |
Number of girls included in Progress 8 measure | 52 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | -0.18 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.57 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.2 |
Unadjusted Progress 8 measure - girls | -0.2 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.59 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.19 |
Average Attainment 8 score per boy | 32.2 |
Average Attainment 8 score per boy for English element | 6.3 |
Average Attainment 8 score per boy for mathematics element | 7.5 |
Average Attainment 8 score per boy for EBacc element | 9.5 |
Average Attainment 8 score per boy for open element | 8.8 |
Average Attainment 8 score per boy - GCSE only | 4.8 |
Average Attainment 8 score per boy - non-GCSE only | 4 |
Number of boys included in Progress 8 measure | 40 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.59 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.03 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.15 |
Unadjusted Progress 8 measure - boys | -0.59 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.04 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.14 |
Average Attainment 8 score per non-mobile pupil | 33.7 |
Average Attainment 8 score per non-mobile pupil for English element | 6.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.2 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 9.8 |
Average Attainment 8 score per non-mobile pupil for open element | 9.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 6.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3 |
Number of non-mobile pupils included in Progress 8 measure | 90 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.36 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.66 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.07 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.37 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.67 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.08 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 1 |
EBacc entered % by low prior attainment | 2.50% |
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 | 5 |
EBacc entered % by middle prior attainment | 11.10% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 6.70% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 4.40% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 3 |
EBacc entered % by high prior attainment | 42.90% |
EBacc achieved % by high prior attainment - with 9-4 passes | 42.90% |
EBacc achieved % by high prior attainment - with 9-5 passes | 42.90% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 12.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 9.50% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 6.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.10% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 7.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.30% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.32 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.03 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.09 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.45 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.14 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.71 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.56 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | SUPP |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.84 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.46 |
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 | 0.6 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.09 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.08 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.99 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.51 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.23 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.14 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.79 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.47 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.4 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 2.25 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.08 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.14 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.53 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.03 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.95 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.09 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.32 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.01 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.11 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 2.54 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.37 |
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 | 2.17 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.97 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
% of boys with entries in all English Baccalaureate subject areas | 4.90% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 0.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 0.00% |
% of girls with entries in all English Baccalaureate subject areas | 14.50% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 12.70% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 10.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 10.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 7.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 6.50% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | SUPP |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 35.40% |
% of pupils achieving any qualifications | 96.90% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 27.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 46.00% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7.50% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 28 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 62.20% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 6 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 85.70% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 36.60% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 41.80% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 38.70% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 12.10% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 20.60% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2.50% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 10 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 22.20% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 5 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 71.40% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 14.60% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 20.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 16.10% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 29.20% |
Average number of KS4 entries per pupil | 7.5 |
Average number of KS4 entries per pupil with low prior attainment | 7 |
Average number of KS4 entries per pupil with middle prior attainment | 7.9 |
Average number of KS4 entries per pupil with high prior attainment | 8.4 |
Average number of KS4 entries per disadvantaged pupil | 6.7 |
Average number of KS4 entries per non-disadvantaged pupil | 8 |
Average number of GCSE entries per pupil | 6.4 |
Average number of GCSE entries per pupil with low prior attainment | 5.8 |
Average number of GCSE entries per pupil with middle prior attainment | 6.8 |
Average number of GCSE entries per pupil with high prior attainment | 7.7 |
Average number of GCSE entries per disadvantaged pupil | 5.7 |
Average number of GCSE entries per non-disadvantaged pupil | 6.8 |
Total volume of entries without discounting | 734 |
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 | Below average |
Number of pupils completing key stage 4 in 2020/21 | 87 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 81 |
Apprenticeships (number of pupils) | 7 |
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) | 50 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 36 |
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) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Apprenticeships (percentage) | 11% |
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) | 79% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 57% |
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) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 24 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 63 |
Pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Number of pupils completing key stage 4 in 2019/20 | 78 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 24 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 79% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 54 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of pupils completing key stage 4 in 2018/19 | 91 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 88% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 30 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 77% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 61 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -1 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | -16 |
Cohort size | 29 |
Progressed | 76% |
Apprenticeships | 7% |
Higher Education | 69% |
Top third | 31% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 29 |
Progressed for academic/applied general cohort | 76% |
Progression score for academic/applied general cohort | -1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
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 | 0% |
HE for disadvantaged students | 67% |
Top third for disadvantaged students | 17% |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 36 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 34 |
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) | 15 |
Further education (level 3 and below) (All levels of study) (number of students) | 3 |
Higher education (level 4 and above) (All levels of study) (number of students) | 12 |
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) | 13 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 1 |
Activity not captured in data (All levels of study) (number of students) | 1 |
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) | 17% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 42% |
Further education (level 3 and below) (All levels of study) (percentage) | 8% |
Higher education (level 4 and above) (All levels of study) (percentage) | 33% |
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) | 36% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 3% |
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) | 9 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
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) | 3 |
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) | 3 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (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) | SUPP |
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) | 33% |
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) | 33% |
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) | 27 |
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 |
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) | 12 |
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) | 10 |
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) | SUPP |
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) | 44% |
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) | 37% |
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) | 29 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 28 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 15 |
Further education (level 3 and below) (Level 3) (number of students) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) | 12 |
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) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 1 |
Activity not captured in data (Level 3) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 97% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 52% |
Further education (level 3 and below) (Level 3) (percentage) | 10% |
Higher education (level 4 and above) (Level 3) (percentage) | 41% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 38% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 3% |
Activity not captured in data (Level 3) (percentage) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 6 |
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) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 3 |
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) | 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) | 0 |
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) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 50% |
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) | 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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 23 |
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) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 12 |
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) | 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) | 0 |
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) | 9% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 52% |
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) | 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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (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 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 5 |
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 | -1 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | -16 |
Cohort size | 29 |
Progressed | 76% |
Apprenticeships | 7% |
Higher Education | 69% |
Top third | 31% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 29 |
Progressed for academic/applied general cohort | 76% |
Progression score for academic/applied general cohort | -1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
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 | 0% |
HE for disadvantaged students | 67% |
Top third for disadvantaged students | 17% |
Higher technical for disadvantaged students | 0% |