For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 685 |
Number of girls on roll | 327 |
Number of boys on roll | 358 |
Percentage of girls on roll | 47.7 |
Percentage of boys on roll | 52.3 |
Number of eligible pupils with an EHC plan | 18 |
Percentage of eligible pupils with an EHC plan | 2.6 |
Number of eligible pupils with SEN support | 141 |
Percentage of eligible pupils with SEN support | 20.6 |
No. pupils where English not first language | 49 |
No. pupils with English first language | 636 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 7.2 |
% pupils with English first language | 92.8 |
No. pupils eligible for free school meals | 116 |
Number of pupils eligible for FSM at any time during the past 6 years | 126 |
Total pupils for FSMEver | 618 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 20.4 |
School address (1) | Upavon Way |
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School town | Carterton |
School postcode | OX18 1BU |
School telephone number | 01993841611 |
School parliamentary constituency code | E14001591 |
School parliamentary constituency name | Witney |
Religious denomination | Does not apply |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 685 |
Total boys on roll (including part-time pupils) | 358 |
Total girls on roll (including part-time pupils) | 327 |
Number of pupils at the end of key stage 4 | 104 |
Number of boys at the end of key stage 4 | 56 |
% of pupils at the end of key stage 4 who are boys | 53.80% |
Number of girls at the end of key stage 4 | 48 |
% of pupils at the end key stage 4 who are girls | 46.20% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 35 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 38.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 49 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.80% |
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 | 7.70% |
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) | 21 |
Percentage of key stage 2 disadvantaged pupils | 20.20% |
Number of key stage 2 pupils who are not disadvantaged | 83 |
Percentage of key stage 2 pupils who are not disadvantaged | 79.80% |
Number of eligible pupils with English as additional language (EAL) | 8 |
Percentage of eligible pupils with English as additional language (EAL) | 7.70% |
Number of eligible pupils with English as first language | 96 |
Percentage of eligible pupils with English as first language | 92.30% |
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 | 94 |
% of pupils at the end of key stage 4 who are non-mobile | 90.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 15 |
% 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 | 14.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13.50% |
Total sum of Attainment 8 scores | 3714.3 |
Average Attainment 8 score per pupil | 35.7 |
Total sum of Attainment 8 scores for English element | 795 |
Average Attainment 8 score per pupil for English element | 7.6 |
Total sum of Attainment 8 scores for mathematics element | 762 |
Average Attainment 8 score per pupil for mathematics element | 7.3 |
Total sum of Attainment 8 scores for EBacc element | 1152.5 |
Average Attainment 8 score per pupil for EBacc element | 11.1 |
Total sum of Attainment 8 scores for open element | 1004.8 |
Average Attainment 8 score per pupil for open element | 9.7 |
Total sum of Attainment 8 scores for open element - GCSE only | 925.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 8.9 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 79.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.8 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
Number of pupils included in Progress 8 measure | 91 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 88% |
Progress 8 measure after adjustment for extreme scores | -0.62 |
Progress 8 lower 95% confidence interval for adjusted average | -0.91 |
Progress 8 upper 95% confidence interval for adjusted average | -0.32 |
Progress 8 measure based on unadjusted pupil scores | -0.64 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.94 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.34 |
Progress 8 measure for English element | -0.8 |
Lower 95% confidence interval for Progress 8 English element | -1.13 |
Upper 95% confidence interval for Progress 8 English element | -0.46 |
Progress 8 measure for mathematics element | -0.46 |
Lower 95% confidence interval for Progress 8 maths element | -0.76 |
Upper 95% confidence interval for Progress 8 maths element | -0.15 |
Progress 8 measure for EBacc element | -0.33 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.66 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.01 |
Progress 8 measure for open element | -0.97 |
Lower 95% confidence interval for Progress 8 open element | -1.31 |
Upper 95% confidence interval for Progress 8 open element | -0.64 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 41.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 21.20% |
Total EBacc APS score per pupil | 332.69 |
Average EBacc APS score per pupil | 3.2 |
Average EBacc APS score per disadvantaged pupil | 1.97 |
Average EBacc APS score per non-disadvantaged pupil | 3.51 |
Average EBacc APS score per pupil with low prior attainment | 2.12 |
Average EBacc APS score per pupil with middle prior attainment | 3.4 |
Average EBacc APS score per pupil with high prior attainment | 5.93 |
Average EBacc APS score per pupil for whom English is an additional language | 4.94 |
Average EBacc APS score per girl | 2.86 |
Average EBacc APS score per boy | 3.49 |
Average EBacc APS score per non-mobile pupil | 3.25 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 21 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 20.20% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 7.70% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 5.80% |
Number of pupils entering the English Baccalaureate English subject area | 97 |
% of pupils entering the English Baccalaureate English subject area | 93.30% |
Number of pupils entering the English Baccalaureate Maths subject area | 101 |
% of pupils entering the English Baccalaureate Maths subject area | 97.10% |
Number of pupils entering the English Baccalaureate Science subject area | 98 |
% of pupils entering the English Baccalaureate Science subject area | 94.20% |
Number of pupils entering the English Baccalaureate Humanities subject area | 93 |
% of pupils entering the English Baccalaureate Humanities subject area | 89.40% |
Number of pupils entering the English Baccalaureate Language subject area | 21 |
% of pupils entering the English Baccalaureate Language subject area | 20.20% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 58.70% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 35.60% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 52.90% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 29.80% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 53.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 27.60% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 44.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 26.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 47.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 42.90% |
Number of pupils included in English Baccalaureate Science Value Added measure | 86 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 88% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 81 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 87% |
Number of pupils included in English Baccalaureate Language Value Added measure | 18 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 86% |
English Baccalaureate Science Value Added measure | -0.11 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.41 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.2 |
EBacc Humanities VA measure | -0.54 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.93 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.16 |
English Baccalaureate Languages Value Added measure | -0.42 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.32 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.49 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 61 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 37 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 55 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 31 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 52 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 27 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 41 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 25 |
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 | 9 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 21 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 20.20% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 97 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 93.30% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 100 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.20% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 98 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 92 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.90% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 21 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 21.7 |
Number of disadvantaged pupils in Progress 8 measure | 20 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.37 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.99 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.75 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.49 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.12 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.85 |
Average Attainment 8 score per non-disadvantaged pupil | 39.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 71 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.4 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.73 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.07 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.4 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.74 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.07 |
Average Attainment 8 score per disadvantaged pupil for English element | 4.9 |
Progress 8 measure for English element - disadvantaged pupils | -1.66 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -2.36 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.95 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 4.6 |
Progress 8 measure for maths element - disadvantaged pupils | -1.19 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.84 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.53 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.8 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.17 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.89 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.45 |
Average Attainment 8 score per disadvantaged pupil for open element | 5.5 |
Progress 8 measure for open element - disadvantaged pupils | -1.89 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.6 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.18 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 8.3 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.55 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.93 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.18 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.25 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.6 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.09 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.2 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.09 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.47 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.29 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 10.7 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.72 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -1.09 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.34 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 5 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 9.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.8 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -28.3 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.53 |
Average Attainment 8 score per pupil with low prior attainment | 24.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 35 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.49 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.96 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.02 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.49 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.97 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.01 |
Average Attainment 8 score per pupil with middle prior attainment | 37.7 |
Number of pupils with middle prior attainment included in Progress 8 measure | 49 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.77 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.16 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.37 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.81 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.22 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.41 |
Average Attainment 8 score per pupil with high prior attainment | 63.5 |
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 | -0.18 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.23 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.87 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.18 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.25 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.89 |
Average Attainment 8 score per pupil for whom English is an additional language | 52.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10 |
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 | 17.1 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.9 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 14.4 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.5 |
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 | 32.9 |
Average Attainment 8 score per girl for English element | 7.4 |
Average Attainment 8 score per girl for mathematics element | 6 |
Average Attainment 8 score per girl for EBacc element | 9.9 |
Average Attainment 8 score per girl for open element | 9.5 |
Average Attainment 8 score per girl - GCSE only | 8.7 |
Average Attainment 8 score per girl - non-GCSE only | 0.8 |
Number of girls included in Progress 8 measure | 42 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | -0.67 |
Adjusted Progress 8 lower 95% confidence interval - girls | -1.1 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.24 |
Unadjusted Progress 8 measure - girls | -0.72 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -1.16 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.29 |
Average Attainment 8 score per boy | 38.2 |
Average Attainment 8 score per boy for English element | 7.8 |
Average Attainment 8 score per boy for mathematics element | 8.4 |
Average Attainment 8 score per boy for EBacc element | 12.1 |
Average Attainment 8 score per boy for open element | 9.8 |
Average Attainment 8 score per boy - GCSE only | 9.1 |
Average Attainment 8 score per boy - non-GCSE only | 0.7 |
Number of boys included in Progress 8 measure | 49 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.57 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.97 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.17 |
Unadjusted Progress 8 measure - boys | -0.57 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.97 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.17 |
Average Attainment 8 score per non-mobile pupil | 36.1 |
Average Attainment 8 score per non-mobile pupil for English element | 7.8 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.4 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 11.2 |
Average Attainment 8 score per non-mobile pupil for open element | 9.7 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
Number of non-mobile pupils included in Progress 8 measure | 87 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.53 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.83 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.24 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.55 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.85 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.24 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by low prior attainment | 11.40% |
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 | 11 |
EBacc entered % by middle prior attainment | 22.40% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 6.10% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 4.10% |
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 | 14.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 21.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 9.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 7.20% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.1 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.17 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.3 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.3 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.07 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.34 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.68 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.48 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.98 |
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 | -0.97 |
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 | -0.31 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.44 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.03 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.27 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.4 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.4 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.6 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.25 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.59 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.38 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.78 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.02 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.95 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.04 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.88 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.3 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.99 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.16 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.2 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.83 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.8 |
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 | 0.65 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.27 |
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 | 0.19 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -2.13 |
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 | 23.20% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 8.90% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 5.40% |
% of girls with entries in all English Baccalaureate subject areas | 16.70% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 6.30% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 6.30% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 22.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 8.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 6.40% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 62.50% |
% 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 | 25.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 35.60% |
% of pupils achieving any qualifications | 97.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 9.50% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 49.40% |
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 | 8.60% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 26 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 53.10% |
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 | 53.60% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 27.10% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 75.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 41.50% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 4.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 25.30% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 12 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 24.50% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 6 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 85.70% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 26.80% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 14.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 62.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 22.30% |
% of pupils entering more than one language | 3.80% |
% of pupils entering biology, chemistry and physics | 28.80% |
Average number of KS4 entries per pupil | 7.7 |
Average number of KS4 entries per pupil with low prior attainment | 7.3 |
Average number of KS4 entries per pupil with middle prior attainment | 7.8 |
Average number of KS4 entries per pupil with high prior attainment | 8.4 |
Average number of KS4 entries per disadvantaged pupil | 6 |
Average number of KS4 entries per non-disadvantaged pupil | 8.2 |
Average number of GCSE entries per pupil | 7.1 |
Average number of GCSE entries per pupil with low prior attainment | 6.5 |
Average number of GCSE entries per pupil with middle prior attainment | 7.2 |
Average number of GCSE entries per pupil with high prior attainment | 8 |
Average number of GCSE entries per disadvantaged pupil | 5.4 |
Average number of GCSE entries per non-disadvantaged pupil | 7.5 |
Total volume of entries without discounting | 808 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Well below average |
Number of pupils completing key stage 4 in 2020/21 | 83 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 70 |
Apprenticeships (number of pupils) | 3 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 54 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 27 |
Sixth form college (number of pupils) | 6 |
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) | 5 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 89% |
Apprenticeships (percentage) | 5% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 82% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 41% |
Sixth form college (percentage) | 9% |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 8% |
Activity not captured (percentage) | 3% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 17 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 11 |
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 66 |
Pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) staying in education or employment for at least two terms after key stage 4 (number of pupils) | 59 |
Number of pupils completing key stage 4 in 2019/20 | 96 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 22 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 74 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of pupils completing key stage 4 in 2018/19 | 103 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 14 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 79% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 89 |
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 | 11 |
Upper confidence limit on the progression score for the total cohort | 28 |
Lower confidence limit on the progression score for the total cohort | -6 |
Cohort size | 22 |
Progressed | 77% |
Apprenticeships | 5% |
Higher Education | 73% |
Top third | 18% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 22 |
Progressed for academic/applied general cohort | 77% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 27 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -5 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 22 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 21 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 5 |
Further education (level 3 and below) (All levels of study) (number of students) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) | 5 |
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) | 15 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 0 |
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) | 95% |
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) | 23% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 23% |
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) | 68% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 0% |
Activity not captured in data (All levels of study) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 2 |
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) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
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) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | 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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
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) | 20 |
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) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
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) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
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) | 21 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 20 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 5 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 5 |
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) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 0 |
Activity not captured in data (Level 3) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 95% |
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) | 24% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 24% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 67% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 0% |
Activity not captured in data (Level 3) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
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) | 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 | 11 |
Upper confidence limit on the progression score for the total cohort | 28 |
Lower confidence limit on the progression score for the total cohort | -6 |
Cohort size | 22 |
Progressed | 77% |
Apprenticeships | 5% |
Higher Education | 73% |
Top third | 18% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 22 |
Progressed for academic/applied general cohort | 77% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 27 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -5 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |