For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1382 |
Number of girls on roll | 693 |
Number of boys on roll | 689 |
Percentage of girls on roll | 50.1 |
Percentage of boys on roll | 49.9 |
Number of eligible pupils with an EHC plan | 35 |
Percentage of eligible pupils with an EHC plan | 2.5 |
Number of eligible pupils with SEN support | 163 |
Percentage of eligible pupils with SEN support | 11.8 |
No. pupils where English not first language | 98 |
No. pupils with English first language | 1276 |
No. pupils where first language is unclassified | 8 |
% pupils where English not first language | 7.1 |
% pupils with English first language | 92.3 |
No. pupils eligible for free school meals | 445 |
Number of pupils eligible for FSM at any time during the past 6 years | 402 |
Total pupils for FSMEver | 1060 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 37.9 |
School address (1) | Lichfield Road |
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School address (2) | Bloxwich |
School town | Walsall |
School postcode | WS3 3LX |
School telephone number | 01922493910 |
School parliamentary constituency code | E14001562 |
School parliamentary constituency name | Walsall and Bloxwich |
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) | 1382 |
Total boys on roll (including part-time pupils) | 689 |
Total girls on roll (including part-time pupils) | 693 |
Number of pupils at the end of key stage 4 | 208 |
Number of boys at the end of key stage 4 | 105 |
% of pupils at the end of key stage 4 who are boys | 50.50% |
Number of girls at the end of key stage 4 | 103 |
% of pupils at the end key stage 4 who are girls | 49.50% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.9 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 42 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 21.00% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 123 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 61.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 35 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 17.50% |
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) | 68 |
Percentage of key stage 2 disadvantaged pupils | 32.70% |
Number of key stage 2 pupils who are not disadvantaged | 140 |
Percentage of key stage 2 pupils who are not disadvantaged | 67.30% |
Number of eligible pupils with English as additional language (EAL) | 16 |
Percentage of eligible pupils with English as additional language (EAL) | 7.70% |
Number of eligible pupils with English as first language | 187 |
Percentage of eligible pupils with English as first language | 89.90% |
Number of eligible pupils with unclassified language | 5 |
Percentage of eligible pupils with unclassified language | 2.40% |
Number of pupils at the end of key stage 4 who are non-mobile | 205 |
% of pupils at the end of key stage 4 who are non-mobile | 98.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 33 |
% 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 | 15.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 27 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13.00% |
Total sum of Attainment 8 scores | 9094 |
Average Attainment 8 score per pupil | 43.7 |
Total sum of Attainment 8 scores for English element | 1836 |
Average Attainment 8 score per pupil for English element | 8.8 |
Total sum of Attainment 8 scores for mathematics element | 1724 |
Average Attainment 8 score per pupil for mathematics element | 8.3 |
Total sum of Attainment 8 scores for EBacc element | 2522.5 |
Average Attainment 8 score per pupil for EBacc element | 12.1 |
Total sum of Attainment 8 scores for open element | 3011.5 |
Average Attainment 8 score per pupil for open element | 14.5 |
Total sum of Attainment 8 scores for open element - GCSE only | 1822 |
Average Attainment 8 score per pupil for open element - GCSE only | 8.8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 1189.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 5.7 |
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 | 200 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 96% |
Progress 8 measure after adjustment for extreme scores | -0.09 |
Progress 8 lower 95% confidence interval for adjusted average | -0.29 |
Progress 8 upper 95% confidence interval for adjusted average | 0.11 |
Progress 8 measure based on unadjusted pupil scores | -0.09 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.29 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.11 |
Progress 8 measure for English element | -0.4 |
Lower 95% confidence interval for Progress 8 English element | -0.62 |
Upper 95% confidence interval for Progress 8 English element | -0.17 |
Progress 8 measure for mathematics element | -0.28 |
Lower 95% confidence interval for Progress 8 maths element | -0.49 |
Upper 95% confidence interval for Progress 8 maths element | -0.07 |
Progress 8 measure for EBacc element | -0.29 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.52 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.07 |
Progress 8 measure for open element | 0.45 |
Lower 95% confidence interval for Progress 8 open element | 0.22 |
Upper 95% confidence interval for Progress 8 open element | 0.67 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 56.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 34.60% |
Total EBacc APS score per pupil | 800.82 |
Average EBacc APS score per pupil | 3.85 |
Average EBacc APS score per disadvantaged pupil | 3.23 |
Average EBacc APS score per non-disadvantaged pupil | 4.15 |
Average EBacc APS score per pupil with low prior attainment | 2.04 |
Average EBacc APS score per pupil with middle prior attainment | 3.9 |
Average EBacc APS score per pupil with high prior attainment | 6.12 |
Average EBacc APS score per pupil for whom English is an additional language | 5.66 |
Average EBacc APS score per girl | 3.76 |
Average EBacc APS score per boy | 3.94 |
Average EBacc APS score per non-mobile pupil | 3.88 |
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 | 71.20% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 29.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 16.30% |
Number of pupils entering the English Baccalaureate English subject area | 207 |
% of pupils entering the English Baccalaureate English subject area | 99.50% |
Number of pupils entering the English Baccalaureate Maths subject area | 206 |
% of pupils entering the English Baccalaureate Maths subject area | 99.00% |
Number of pupils entering the English Baccalaureate Science subject area | 206 |
% of pupils entering the English Baccalaureate Science subject area | 99.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 178 |
% of pupils entering the English Baccalaureate Humanities subject area | 85.60% |
Number of pupils entering the English Baccalaureate Language subject area | 150 |
% of pupils entering the English Baccalaureate Language subject area | 72.10% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 67.30% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 49.50% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 65.90% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 42.30% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 49.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 35.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 56.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 39.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 48.70% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 35.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 199 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 172 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
Number of pupils included in English Baccalaureate Language Value Added measure | 147 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 98% |
English Baccalaureate Science Value Added measure | -0.45 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.65 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.24 |
EBacc Humanities VA measure | -0.34 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.61 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.08 |
English Baccalaureate Languages Value Added measure | -0.56 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.88 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.24 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 140 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 103 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 137 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 88 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 102 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 72 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 100 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 71 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 73 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 53 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 147 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 70.70% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 205 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 98.60% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 204 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.10% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 205 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.50% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 174 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.80% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 150 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 37.9 |
Number of disadvantaged pupils in Progress 8 measure | 66 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.28 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.62 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.06 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.28 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.63 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.07 |
Average Attainment 8 score per non-disadvantaged pupil | 46.6 |
Number of non-disadvantaged pupils in Progress 8 measure | 134 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.23 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.24 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.24 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.25 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.7 |
Progress 8 measure for English element - disadvantaged pupils | -0.57 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.96 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.18 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7 |
Progress 8 measure for maths element - disadvantaged pupils | -0.48 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.84 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.12 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.2 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.53 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.92 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.13 |
Average Attainment 8 score per disadvantaged pupil for open element | 12.9 |
Progress 8 measure for open element - disadvantaged pupils | 0.29 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.1 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.68 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.4 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.31 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.58 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.04 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.9 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.18 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.43 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.07 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.1 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.18 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.45 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15.2 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.52 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.25 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.79 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.2 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 5.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 9.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 5.7 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -12.1 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.44 |
Average Attainment 8 score per pupil with low prior attainment | 27.9 |
Number of pupils with low prior attainment included in Progress 8 measure | 42 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.12 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.31 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.55 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.12 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.32 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.55 |
Average Attainment 8 score per pupil with middle prior attainment | 44.2 |
Number of pupils with middle prior attainment included in Progress 8 measure | 123 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.12 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.37 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.13 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.12 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.38 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.13 |
Average Attainment 8 score per pupil with high prior attainment | 64.4 |
Number of pupils with high prior attainment included in Progress 8 measure | 35 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.23 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.7 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.24 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.23 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.71 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.25 |
Average Attainment 8 score per pupil for whom English is an additional language | 58.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.4 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.9 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 18.8 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 17.3 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 14.9 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.3 |
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 | 1.18 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.38 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.98 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.18 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.37 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2 |
Average Attainment 8 score per girl | 43.9 |
Average Attainment 8 score per girl for English element | 9.4 |
Average Attainment 8 score per girl for mathematics element | 7.6 |
Average Attainment 8 score per girl for EBacc element | 11.5 |
Average Attainment 8 score per girl for open element | 15.4 |
Average Attainment 8 score per girl - GCSE only | 8.5 |
Average Attainment 8 score per girl - non-GCSE only | 6.9 |
Number of girls included in Progress 8 measure | 101 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | -0.05 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.33 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.22 |
Unadjusted Progress 8 measure - girls | -0.05 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.33 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.23 |
Average Attainment 8 score per boy | 43.6 |
Average Attainment 8 score per boy for English element | 8.3 |
Average Attainment 8 score per boy for mathematics element | 9 |
Average Attainment 8 score per boy for EBacc element | 12.8 |
Average Attainment 8 score per boy for open element | 13.5 |
Average Attainment 8 score per boy - GCSE only | 9 |
Average Attainment 8 score per boy - non-GCSE only | 4.5 |
Number of boys included in Progress 8 measure | 99 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.13 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.41 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.15 |
Unadjusted Progress 8 measure - boys | -0.13 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.41 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.16 |
Average Attainment 8 score per non-mobile pupil | 44.1 |
Average Attainment 8 score per non-mobile pupil for English element | 8.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.3 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 12.2 |
Average Attainment 8 score per non-mobile pupil for open element | 14.6 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 5.8 |
Number of non-mobile pupils included in Progress 8 measure | 200 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | -0.09 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.29 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.11 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.09 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.29 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.11 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 14 |
EBacc entered % by low prior attainment | 33.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.40% |
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 | 96 |
EBacc entered % by middle prior attainment | 78.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 26.80% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 12.20% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 35 |
EBacc entered % by high prior attainment | 100.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 74.30% |
EBacc achieved % by high prior attainment - with 9-5 passes | 54.30% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 57.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 77.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 19.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 14.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 34.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 17.10% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.36 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.43 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.61 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.61 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.36 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.13 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.28 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.69 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.63 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.22 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.06 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.75 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.24 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.31 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.65 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.26 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.96 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.11 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.61 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.08 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.8 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.17 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.69 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.13 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.09 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.13 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.12 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.09 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.54 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.58 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.84 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.05 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.61 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.1 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.28 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.31 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.93 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.28 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.02 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.97 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.08 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.36 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.13 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.41 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.89 |
% of boys with entries in all English Baccalaureate subject areas | 70.50% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 26.70% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 14.30% |
% of girls with entries in all English Baccalaureate subject areas | 71.80% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 32.00% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 18.40% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 71.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 29.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 16.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 87.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 50.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 43.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 53.40% |
% of pupils achieving any qualifications | 99.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 44.10% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 62.90% |
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 | 9.50% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 78 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 63.40% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 34 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.10% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 57.10% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 56.30% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 87.50% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 57.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 23.50% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 40.00% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2.40% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 39 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 31.70% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 30 |
% 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 | 37.10% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 32.00% |
% 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 | 35.10% |
% of pupils entering more than one language | 4.30% |
% of pupils entering biology, chemistry and physics | 12.00% |
Average number of KS4 entries per pupil | 8.7 |
Average number of KS4 entries per pupil with low prior attainment | 7.9 |
Average number of KS4 entries per pupil with middle prior attainment | 8.7 |
Average number of KS4 entries per pupil with high prior attainment | 10.3 |
Average number of KS4 entries per disadvantaged pupil | 8.3 |
Average number of KS4 entries per non-disadvantaged pupil | 8.9 |
Average number of GCSE entries per pupil | 7.1 |
Average number of GCSE entries per pupil with low prior attainment | 5.8 |
Average number of GCSE entries per pupil with middle prior attainment | 7.1 |
Average number of GCSE entries per pupil with high prior attainment | 9.1 |
Average number of GCSE entries per disadvantaged pupil | 6.7 |
Average number of GCSE entries per non-disadvantaged pupil | 7.4 |
Total volume of entries without discounting | 1820 |
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 | 210 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 196 |
Apprenticeships (number of pupils) | 6 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 125 |
Further education (number of pupils) | 41 |
School sixth form (number of pupils) | 84 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 4% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 88% |
Further education (percentage) | 29% |
School sixth form (percentage) | 59% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 68 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 59 |
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 | 142 |
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) | 137 |
Number of pupils completing key stage 4 in 2019/20 | 208 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 84 |
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 | 124 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of pupils completing key stage 4 in 2018/19 | 181 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 50 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 131 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 0 |
Upper confidence limit on the progression score for the total cohort | 7 |
Lower confidence limit on the progression score for the total cohort | -7 |
Cohort size | 128 |
Progressed | 71% |
Apprenticeships | 2% |
Higher Education | 66% |
Top third | 19% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 128 |
Progressed for academic/applied general cohort | 71% |
Progression score for academic/applied general cohort | 0 |
Upper confidence limit on the progression score for the academic/applied general cohort | 6 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
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 | 78% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 75% |
Top third for disadvantaged students | 18% |
Higher technical for disadvantaged students | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 150 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 137 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 18 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 88 |
Further education (level 3 and below) (All levels of study) (number of students) | 3 |
Higher education (level 4 and above) (All levels of study) (number of students) | 82 |
Other education destinations (All levels of study) (number of students) | 3 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 31 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 10 |
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) | 12% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 59% |
Further education (level 3 and below) (All levels of study) (percentage) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) | 55% |
Other education destinations (All levels of study) (percentage) | 2% |
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) | 7% |
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) | 36 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 33 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 3 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 22 |
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) | 8 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 8% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 61% |
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) | 22% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 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) | 104 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 15 |
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) | 23 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 13% |
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) | 20% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 141 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 130 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 15 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 86 |
Further education (level 3 and below) (Level 3) (number of students) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) | 82 |
Other education destinations (Level 3) (number of students) | 2 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 29 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 9 |
Activity not captured in data (Level 3) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 11% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 61% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 58% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 21% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
Activity not captured in data (Level 3) (percentage) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 32 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 29 |
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) | 91% |
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) | 109 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 101 |
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) | 93% |
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) | 6 |
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) | 3 |
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) | 0 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 1 |
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) | 67% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 50% |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 17% |
Further education (level 3 and below) (Level 2) (percentage) | 17% |
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) | 0% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 17% |
Activity not captured in data (Level 2) (percentage) | 17% |
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) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 0 |
Upper confidence limit on the progression score for the total cohort | 7 |
Lower confidence limit on the progression score for the total cohort | -7 |
Cohort size | 128 |
Progressed | 71% |
Apprenticeships | 2% |
Higher Education | 66% |
Top third | 19% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 128 |
Progressed for academic/applied general cohort | 71% |
Progression score for academic/applied general cohort | 0 |
Upper confidence limit on the progression score for the academic/applied general cohort | 6 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
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 | 78% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 75% |
Top third for disadvantaged students | 18% |
Higher technical for disadvantaged students | 3% |