For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1538 |
Number of girls on roll | 794 |
Number of boys on roll | 744 |
Percentage of girls on roll | 51.6 |
Percentage of boys on roll | 48.4 |
Number of eligible pupils with an EHC plan | 23 |
Percentage of eligible pupils with an EHC plan | 1.5 |
Number of eligible pupils with SEN support | 285 |
Percentage of eligible pupils with SEN support | 18.5 |
No. pupils where English not first language | 175 |
No. pupils with English first language | 1336 |
No. pupils where first language is unclassified | 27 |
% pupils where English not first language | 11.4 |
% pupils with English first language | 86.9 |
No. pupils eligible for free school meals | 562 |
Number of pupils eligible for FSM at any time during the past 6 years | 542 |
Total pupils for FSMEver | 1278 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 42.4 |
School address (1) | Stockton Road |
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School town | Middlesbrough |
School postcode | TS5 4AG |
School telephone number | 01642800800 |
School parliamentary constituency code | E14001367 |
School parliamentary constituency name | Middlesbrough and Thornaby East |
Religious denomination | Does not apply |
Age range | 11-19 |
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) | 1538 |
Total boys on roll (including part-time pupils) | 744 |
Total girls on roll (including part-time pupils) | 794 |
Number of pupils at the end of key stage 4 | 254 |
Number of boys at the end of key stage 4 | 120 |
% of pupils at the end of key stage 4 who are boys | 47.20% |
Number of girls at the end of key stage 4 | 134 |
% of pupils at the end key stage 4 who are girls | 52.80% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.9 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 25 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 10.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 168 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 67.70% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 55 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 22.20% |
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) | 91 |
Percentage of key stage 2 disadvantaged pupils | 35.80% |
Number of key stage 2 pupils who are not disadvantaged | 163 |
Percentage of key stage 2 pupils who are not disadvantaged | 64.20% |
Number of eligible pupils with English as additional language (EAL) | 16 |
Percentage of eligible pupils with English as additional language (EAL) | 6.30% |
Number of eligible pupils with English as first language | 238 |
Percentage of eligible pupils with English as first language | 93.70% |
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 | 250 |
% of pupils at the end of key stage 4 who are non-mobile | 98.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.00% |
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 | 52 |
% 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 | 20.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 47 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 18.50% |
Total sum of Attainment 8 scores | 12077.3 |
Average Attainment 8 score per pupil | 47.5 |
Total sum of Attainment 8 scores for English element | 2582 |
Average Attainment 8 score per pupil for English element | 10.2 |
Total sum of Attainment 8 scores for mathematics element | 2348 |
Average Attainment 8 score per pupil for mathematics element | 9.2 |
Total sum of Attainment 8 scores for EBacc element | 3454.5 |
Average Attainment 8 score per pupil for EBacc element | 13.6 |
Total sum of Attainment 8 scores for open element | 3692.8 |
Average Attainment 8 score per pupil for open element | 14.5 |
Total sum of Attainment 8 scores for open element - GCSE only | 2979.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 11.7 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 713.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 2.8 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 248 |
Number of pupils who have had P8 score adjusted in average | 3 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 98% |
Progress 8 measure after adjustment for extreme scores | -0.14 |
Progress 8 lower 95% confidence interval for adjusted average | -0.32 |
Progress 8 upper 95% confidence interval for adjusted average | 0.04 |
Progress 8 measure based on unadjusted pupil scores | -0.15 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.33 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.03 |
Progress 8 measure for English element | -0.15 |
Lower 95% confidence interval for Progress 8 English element | -0.35 |
Upper 95% confidence interval for Progress 8 English element | 0.05 |
Progress 8 measure for mathematics element | -0.25 |
Lower 95% confidence interval for Progress 8 maths element | -0.44 |
Upper 95% confidence interval for Progress 8 maths element | -0.07 |
Progress 8 measure for EBacc element | -0.25 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.45 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.04 |
Progress 8 measure for open element | 0.03 |
Lower 95% confidence interval for Progress 8 open element | -0.17 |
Upper 95% confidence interval for Progress 8 open element | 0.23 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 68.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 46.90% |
Total EBacc APS score per pupil | 1072.33 |
Average EBacc APS score per pupil | 4.22 |
Average EBacc APS score per disadvantaged pupil | 3.45 |
Average EBacc APS score per non-disadvantaged pupil | 4.66 |
Average EBacc APS score per pupil with low prior attainment | 1.76 |
Average EBacc APS score per pupil with middle prior attainment | 3.98 |
Average EBacc APS score per pupil with high prior attainment | 6.3 |
Average EBacc APS score per pupil for whom English is an additional language | 3.71 |
Average EBacc APS score per girl | 4.29 |
Average EBacc APS score per boy | 4.14 |
Average EBacc APS score per non-mobile pupil | 4.25 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 148 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 58.30% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 29.10% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 19.70% |
Number of pupils entering the English Baccalaureate English subject area | 245 |
% of pupils entering the English Baccalaureate English subject area | 96.50% |
Number of pupils entering the English Baccalaureate Maths subject area | 247 |
% of pupils entering the English Baccalaureate Maths subject area | 97.20% |
Number of pupils entering the English Baccalaureate Science subject area | 244 |
% of pupils entering the English Baccalaureate Science subject area | 96.10% |
Number of pupils entering the English Baccalaureate Humanities subject area | 203 |
% of pupils entering the English Baccalaureate Humanities subject area | 79.90% |
Number of pupils entering the English Baccalaureate Language subject area | 158 |
% of pupils entering the English Baccalaureate Language subject area | 62.20% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 78.00% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 63.00% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 72.80% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 53.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 73.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 48.80% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 61.60% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 49.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 60.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 38.60% |
Number of pupils included in English Baccalaureate Science Value Added measure | 238 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 201 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 99% |
Number of pupils included in English Baccalaureate Language Value Added measure | 156 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 99% |
English Baccalaureate Science Value Added measure | -0.07 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.25 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.12 |
EBacc Humanities VA measure | -0.38 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.63 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.14 |
English Baccalaureate Languages Value Added measure | -0.91 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.21 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.6 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 198 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 160 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 185 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 135 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 179 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 119 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 125 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 101 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 95 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 61 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 143 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 56.30% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 244 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.10% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 242 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.30% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 242 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.20% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 203 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 153 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 96.80% |
Average Attainment 8 score per disadvantaged pupil | 40 |
Number of disadvantaged pupils in Progress 8 measure | 87 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.5 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.8 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.2 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.52 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.82 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.21 |
Average Attainment 8 score per non-disadvantaged pupil | 51.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 161 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.06 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.16 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.28 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.05 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.17 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.28 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.9 |
Progress 8 measure for English element - disadvantaged pupils | -0.45 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.79 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.12 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.71 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.03 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.4 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.69 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.03 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.35 |
Average Attainment 8 score per disadvantaged pupil for open element | 12.6 |
Progress 8 measure for open element - disadvantaged pupils | -0.25 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.59 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.09 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.9 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.01 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.24 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.26 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.2 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.23 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.22 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.1 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.01 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.26 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.25 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15.6 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.18 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.07 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.43 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.8 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -10 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.66 |
Average Attainment 8 score per pupil with low prior attainment | 24 |
Number of pupils with low prior attainment included in Progress 8 measure | 25 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.24 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.8 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.32 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.24 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.81 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.33 |
Average Attainment 8 score per pupil with middle prior attainment | 45.4 |
Number of pupils with middle prior attainment included in Progress 8 measure | 168 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.21 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.43 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.23 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.44 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.01 |
Average Attainment 8 score per pupil with high prior attainment | 67.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 55 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.14 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.24 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.51 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.14 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.25 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.52 |
Average Attainment 8 score per pupil for whom English is an additional language | 40.4 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 7.9 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.4 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 12.1 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 12 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 9.8 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.2 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 12 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.34 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.46 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.14 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.34 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.48 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.15 |
Average Attainment 8 score per girl | 48.7 |
Average Attainment 8 score per girl for English element | 10.5 |
Average Attainment 8 score per girl for mathematics element | 9 |
Average Attainment 8 score per girl for EBacc element | 13.6 |
Average Attainment 8 score per girl for open element | 15.7 |
Average Attainment 8 score per girl - GCSE only | 12.4 |
Average Attainment 8 score per girl - non-GCSE only | 3.3 |
Number of girls included in Progress 8 measure | 131 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | -0.07 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.31 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.17 |
Unadjusted Progress 8 measure - girls | -0.08 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.32 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.17 |
Average Attainment 8 score per boy | 46.2 |
Average Attainment 8 score per boy for English element | 9.8 |
Average Attainment 8 score per boy for mathematics element | 9.6 |
Average Attainment 8 score per boy for EBacc element | 13.6 |
Average Attainment 8 score per boy for open element | 13.3 |
Average Attainment 8 score per boy - GCSE only | 11 |
Average Attainment 8 score per boy - non-GCSE only | 2.3 |
Number of boys included in Progress 8 measure | 117 |
Number of boys in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - boys | -0.22 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.47 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.04 |
Unadjusted Progress 8 measure - boys | -0.22 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.49 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.04 |
Average Attainment 8 score per non-mobile pupil | 48 |
Average Attainment 8 score per non-mobile pupil for English element | 10.3 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.3 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 13.7 |
Average Attainment 8 score per non-mobile pupil for open element | 14.7 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 11.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.8 |
Number of non-mobile pupils included in Progress 8 measure | 246 |
Number of non-mobile pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-mobile pupils | -0.12 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.3 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.06 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.13 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.31 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.05 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 1 |
EBacc entered % by low prior attainment | 4.00% |
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 | 94 |
EBacc entered % by middle prior attainment | 56.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 23.20% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 13.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 51 |
EBacc entered % by high prior attainment | 92.70% |
EBacc achieved % by high prior attainment - with 9-4 passes | 60.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 49.10% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 44.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 66.30% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 17.60% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 12.10% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 35.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 23.90% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.07 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.09 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.01 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.33 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.06 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.09 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.57 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.06 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.95 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.12 |
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 | -0.67 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.47 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.49 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.07 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.01 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.65 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.29 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.16 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.54 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.68 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.14 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.31 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.38 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.39 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.51 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.39 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.17 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.42 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.07 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.25 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.27 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.86 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.55 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.42 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.09 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.07 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.71 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.43 |
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 | -0.28 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.05 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.95 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.99 |
% of boys with entries in all English Baccalaureate subject areas | 55.80% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 23.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 15.00% |
% of girls with entries in all English Baccalaureate subject areas | 60.40% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 34.30% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 23.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 58.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 29.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 19.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 43.80% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 31.30% |
% 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 | 65.00% |
% of pupils achieving any qualifications | 97.20% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 54.90% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 76.70% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 4 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 16.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 115 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 68.50% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 54 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 98.20% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 68.30% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 69.40% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 56.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 69.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 31.90% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 55.20% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 8.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 65 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 38.70% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 51 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 92.70% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 48.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 45.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 37.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 47.20% |
% of pupils entering more than one language | 1.20% |
% of pupils entering biology, chemistry and physics | 32.70% |
Average number of KS4 entries per pupil | 8 |
Average number of KS4 entries per pupil with low prior attainment | 6.9 |
Average number of KS4 entries per pupil with middle prior attainment | 7.9 |
Average number of KS4 entries per pupil with high prior attainment | 9 |
Average number of KS4 entries per disadvantaged pupil | 7.5 |
Average number of KS4 entries per non-disadvantaged pupil | 8.3 |
Average number of GCSE entries per pupil | 7.3 |
Average number of GCSE entries per pupil with low prior attainment | 5.6 |
Average number of GCSE entries per pupil with middle prior attainment | 7.1 |
Average number of GCSE entries per pupil with high prior attainment | 8.7 |
Average number of GCSE entries per disadvantaged pupil | 6.6 |
Average number of GCSE entries per non-disadvantaged pupil | 7.6 |
Total volume of entries without discounting | 2055 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Average |
Number of pupils completing key stage 4 in 2020/21 | 256 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 239 |
Apprenticeships (number of pupils) | 7 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 9 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 159 |
Further education (number of pupils) | 63 |
School sixth form (number of pupils) | 81 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 10 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 86% |
Further education (percentage) | 34% |
School sixth form (percentage) | 44% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 5% |
Activity not captured (percentage) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 71 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 64 |
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 | 185 |
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) | 175 |
Number of pupils completing key stage 4 in 2019/20 | 239 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 66 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 173 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of pupils completing key stage 4 in 2018/19 | 229 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 73 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 81% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 156 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 5 |
Upper confidence limit on the progression score for the total cohort | 13 |
Lower confidence limit on the progression score for the total cohort | -3 |
Cohort size | 98 |
Progressed | 82% |
Apprenticeships | 2% |
Higher Education | 80% |
Top third | 27% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 85 |
Progressed for academic/applied general cohort | 80% |
Progression score for academic/applied general cohort | 0 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -8 |
Cohort size for TLEV cohort | 13 |
Progressed for TLEV cohort | 92% |
Score for TLEV cohort | 41 |
Upper confidence limit on the progression score for the TLEV cohort | 67 |
Lower confidence limit on the progression score for the TLEV cohort | 14 |
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 | 75% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 75% |
Top third for disadvantaged students | 25% |
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) | 141 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 129 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 14 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 86 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 84 |
Other education destinations (All levels of study) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 29 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 9 |
Activity not captured in data (All levels of study) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 10% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 61% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 60% |
Other education destinations (All levels of study) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 21% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 6% |
Activity not captured in data (All levels of study) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 27 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 23 |
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) | 20 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 3 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 85% |
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) | 74% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 11% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 114 |
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) | 106 |
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) | 66 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 6 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 93% |
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) | 58% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 5% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 132 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 123 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 12 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 85 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 84 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 26 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 7 |
Activity not captured in data (Level 3) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 93% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 9% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 64% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 64% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 20% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 5% |
Activity not captured in data (Level 3) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 25 |
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) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 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) | 0% |
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) | 0% |
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) | 107 |
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) | 12 |
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) | 0 |
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) | 11% |
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) | 0% |
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) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 4 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | 1 |
Further education (level 3 and below) (Level 2) (number of students) | 1 |
Higher education (level 4 and above) (Level 2) (number of students) | 0 |
Other education destinations (Level 2) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 2 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 2 |
Activity not captured in data (Level 2) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 57% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 14% |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 14% |
Further education (level 3 and below) (Level 2) (percentage) | 14% |
Higher education (level 4 and above) (Level 2) (percentage) | 0% |
Other education destinations (Level 2) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 29% |
Activity not captured in data (Level 2) (percentage) | 14% |
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) | 2 |
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 | 5 |
Upper confidence limit on the progression score for the total cohort | 13 |
Lower confidence limit on the progression score for the total cohort | -3 |
Cohort size | 98 |
Progressed | 82% |
Apprenticeships | 2% |
Higher Education | 80% |
Top third | 27% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 85 |
Progressed for academic/applied general cohort | 80% |
Progression score for academic/applied general cohort | 0 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -8 |
Cohort size for TLEV cohort | 13 |
Progressed for TLEV cohort | 92% |
Score for TLEV cohort | 41 |
Upper confidence limit on the progression score for the TLEV cohort | 67 |
Lower confidence limit on the progression score for the TLEV cohort | 14 |
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 | 75% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 75% |
Top third for disadvantaged students | 25% |
Higher technical for disadvantaged students | 0% |