For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1277 |
Number of girls on roll | 607 |
Number of boys on roll | 670 |
Percentage of girls on roll | 47.5 |
Percentage of boys on roll | 52.5 |
Number of eligible pupils with an EHC plan | 20 |
Percentage of eligible pupils with an EHC plan | 1.6 |
Number of eligible pupils with SEN support | 215 |
Percentage of eligible pupils with SEN support | 16.8 |
No. pupils where English not first language | 305 |
No. pupils with English first language | 944 |
No. pupils where first language is unclassified | 28 |
% pupils where English not first language | 23.9 |
% pupils with English first language | 73.9 |
No. pupils eligible for free school meals | 385 |
Number of pupils eligible for FSM at any time during the past 6 years | 253 |
Total pupils for FSMEver | 851 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 29.7 |
School address (1) | Woodside Road |
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School address (2) | Kingswood |
School town | Bristol |
School postcode | BS15 8BD |
School telephone number | 01179763000 |
School parliamentary constituency code | E14001133 |
School parliamentary constituency name | Bristol North 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) | 1277 |
Total boys on roll (including part-time pupils) | 670 |
Total girls on roll (including part-time pupils) | 607 |
Number of pupils at the end of key stage 4 | 151 |
Number of boys at the end of key stage 4 | 78 |
% of pupils at the end of key stage 4 who are boys | 51.70% |
Number of girls at the end of key stage 4 | 73 |
% of pupils at the end key stage 4 who are girls | 48.30% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.5 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 29 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 20.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 78 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 54.20% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 37 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 25.70% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 36 |
Percentage of key stage 2 disadvantaged pupils | 23.80% |
Number of key stage 2 pupils who are not disadvantaged | 115 |
Percentage of key stage 2 pupils who are not disadvantaged | 76.20% |
Number of eligible pupils with English as additional language (EAL) | 25 |
Percentage of eligible pupils with English as additional language (EAL) | 16.60% |
Number of eligible pupils with English as first language | 118 |
Percentage of eligible pupils with English as first language | 78.10% |
Number of eligible pupils with unclassified language | 8 |
Percentage of eligible pupils with unclassified language | 5.30% |
Number of pupils at the end of key stage 4 who are non-mobile | 144 |
% of pupils at the end of key stage 4 who are non-mobile | 95.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.60% |
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 | 21.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 29 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 19.20% |
Total sum of Attainment 8 scores | 7673 |
Average Attainment 8 score per pupil | 50.8 |
Total sum of Attainment 8 scores for English element | 1613 |
Average Attainment 8 score per pupil for English element | 10.7 |
Total sum of Attainment 8 scores for mathematics element | 1618 |
Average Attainment 8 score per pupil for mathematics element | 10.7 |
Total sum of Attainment 8 scores for EBacc element | 2093.5 |
Average Attainment 8 score per pupil for EBacc element | 13.9 |
Total sum of Attainment 8 scores for open element | 2348.5 |
Average Attainment 8 score per pupil for open element | 15.6 |
Total sum of Attainment 8 scores for open element - GCSE only | 1654.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 11 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 694 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 4.6 |
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 | 144 |
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 | 95% |
Progress 8 measure after adjustment for extreme scores | 0.44 |
Progress 8 lower 95% confidence interval for adjusted average | 0.21 |
Progress 8 upper 95% confidence interval for adjusted average | 0.67 |
Progress 8 measure based on unadjusted pupil scores | 0.44 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.2 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.67 |
Progress 8 measure for English element | 0.34 |
Lower 95% confidence interval for Progress 8 English element | 0.08 |
Upper 95% confidence interval for Progress 8 English element | 0.61 |
Progress 8 measure for mathematics element | 0.77 |
Lower 95% confidence interval for Progress 8 maths element | 0.52 |
Upper 95% confidence interval for Progress 8 maths element | 1.01 |
Progress 8 measure for EBacc element | 0.1 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.17 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.36 |
Progress 8 measure for open element | 0.63 |
Lower 95% confidence interval for Progress 8 open element | 0.36 |
Upper 95% confidence interval for Progress 8 open element | 0.89 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 79.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 60.90% |
Total EBacc APS score per pupil | 619.68 |
Average EBacc APS score per pupil | 4.1 |
Average EBacc APS score per disadvantaged pupil | 3.41 |
Average EBacc APS score per non-disadvantaged pupil | 4.32 |
Average EBacc APS score per pupil with low prior attainment | 2.55 |
Average EBacc APS score per pupil with middle prior attainment | 4.1 |
Average EBacc APS score per pupil with high prior attainment | 5.28 |
Average EBacc APS score per pupil for whom English is an additional language | 4.91 |
Average EBacc APS score per girl | 4.33 |
Average EBacc APS score per boy | 3.89 |
Average EBacc APS score per non-mobile pupil | 4.13 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 29 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 19.20% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 12.60% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 7.30% |
Number of pupils entering the English Baccalaureate English subject area | 146 |
% of pupils entering the English Baccalaureate English subject area | 96.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 148 |
% of pupils entering the English Baccalaureate Maths subject area | 98.00% |
Number of pupils entering the English Baccalaureate Science subject area | 144 |
% of pupils entering the English Baccalaureate Science subject area | 95.40% |
Number of pupils entering the English Baccalaureate Humanities subject area | 121 |
% of pupils entering the English Baccalaureate Humanities subject area | 80.10% |
Number of pupils entering the English Baccalaureate Language subject area | 34 |
% of pupils entering the English Baccalaureate Language subject area | 22.50% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 88.10% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 77.50% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 84.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 66.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 69.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 41.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 66.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 47.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 88.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 73.50% |
Number of pupils included in English Baccalaureate Science Value Added measure | 138 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 96% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 115 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
Number of pupils included in English Baccalaureate Language Value Added measure | 31 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 91% |
English Baccalaureate Science Value Added measure | -0.04 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.28 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.21 |
EBacc Humanities VA measure | 0.21 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.11 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.54 |
English Baccalaureate Languages Value Added measure | 0.58 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.11 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.27 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 133 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 117 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 127 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 101 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 100 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 60 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 81 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 57 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 30 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 25 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 29 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 19.20% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 146 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.70% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 146 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.70% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 142 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.60% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 120 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.20% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 34 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 42.8 |
Number of disadvantaged pupils in Progress 8 measure | 34 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.44 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.04 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.92 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.44 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.04 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.92 |
Average Attainment 8 score per non-disadvantaged pupil | 53.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 110 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.44 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.17 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.7 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.44 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.17 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.71 |
Average Attainment 8 score per disadvantaged pupil for English element | 9 |
Progress 8 measure for English element - disadvantaged pupils | 0.24 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.3 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.79 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.2 |
Progress 8 measure for maths element - disadvantaged pupils | 0.88 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.38 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 1.38 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.6 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.17 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.38 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.72 |
Average Attainment 8 score per disadvantaged pupil for open element | 13 |
Progress 8 measure for open element - disadvantaged pupils | 0.55 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.01 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.09 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.2 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.37 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.07 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.68 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11.2 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.73 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.45 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.01 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14.6 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.07 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.23 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.38 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 16.4 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.65 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.35 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.95 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.9 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 11.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 4.8 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -7.2 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.28 |
Average Attainment 8 score per pupil with low prior attainment | 32.9 |
Number of pupils with low prior attainment included in Progress 8 measure | 29 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.52 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.04 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.52 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.04 |
Average Attainment 8 score per pupil with middle prior attainment | 51 |
Number of pupils with middle prior attainment included in Progress 8 measure | 78 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.59 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.28 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.9 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.59 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.27 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.91 |
Average Attainment 8 score per pupil with high prior attainment | 65.4 |
Number of pupils with high prior attainment included in Progress 8 measure | 37 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.05 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.4 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.51 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.05 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.41 |
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 | 55.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.2 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.4 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 15.9 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.2 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.7 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 21 |
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 | 1.3 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.7 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.91 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.3 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.69 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.92 |
Average Attainment 8 score per girl | 52.6 |
Average Attainment 8 score per girl for English element | 11.1 |
Average Attainment 8 score per girl for mathematics element | 10.5 |
Average Attainment 8 score per girl for EBacc element | 14.3 |
Average Attainment 8 score per girl for open element | 16.7 |
Average Attainment 8 score per girl - GCSE only | 11.6 |
Average Attainment 8 score per girl - non-GCSE only | 5.1 |
Number of girls included in Progress 8 measure | 69 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.45 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.12 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.79 |
Unadjusted Progress 8 measure - girls | 0.45 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.11 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.79 |
Average Attainment 8 score per boy | 49.1 |
Average Attainment 8 score per boy for English element | 10.3 |
Average Attainment 8 score per boy for mathematics element | 10.9 |
Average Attainment 8 score per boy for EBacc element | 13.5 |
Average Attainment 8 score per boy for open element | 14.5 |
Average Attainment 8 score per boy - GCSE only | 10.4 |
Average Attainment 8 score per boy - non-GCSE only | 4.2 |
Number of boys included in Progress 8 measure | 75 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.42 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.1 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.75 |
Unadjusted Progress 8 measure - boys | 0.42 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.1 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.75 |
Average Attainment 8 score per non-mobile pupil | 51.2 |
Average Attainment 8 score per non-mobile pupil for English element | 10.7 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10.8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14 |
Average Attainment 8 score per non-mobile pupil for open element | 15.7 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 10.9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 4.8 |
Number of non-mobile pupils included in Progress 8 measure | 140 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.46 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.22 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.69 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.46 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.22 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.7 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 3 |
EBacc entered % by low prior attainment | 10.30% |
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 | 12 |
EBacc entered % by middle prior attainment | 15.40% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 11.50% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 7.70% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 11 |
EBacc entered % by high prior attainment | 29.70% |
EBacc achieved % by high prior attainment - with 9-4 passes | 21.60% |
EBacc achieved % by high prior attainment - with 9-5 passes | 8.10% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 19.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 19.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 2.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 15.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 9.60% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.5 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.04 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.56 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.37 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.15 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.36 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.36 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.29 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.12 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.3 |
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 | 1.46 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.74 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.45 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.62 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.89 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.15 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.12 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.43 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.09 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.08 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.37 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.28 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.09 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.03 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.59 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.83 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.67 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.06 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.08 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.37 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.79 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.07 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.39 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.97 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.81 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.91 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.42 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.18 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 2.49 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.44 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.29 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.76 |
% of boys with entries in all English Baccalaureate subject areas | 11.50% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 6.40% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 3.80% |
% of girls with entries in all English Baccalaureate subject areas | 27.40% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 19.20% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 11.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 18.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 13.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 7.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 52.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 40.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 28.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 75.50% |
% of pupils achieving any qualifications | 98.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 55.60% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 87.00% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 11 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 37.90% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 70 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 89.70% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 35 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 94.60% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 78.20% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 80.80% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 80.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 80.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 44.40% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 66.10% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 17.20% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 50 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 64.10% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 33 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 89.20% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 59.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 63.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 64.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 61.80% |
% of pupils entering more than one language | 3.30% |
% of pupils entering biology, chemistry and physics | 35.80% |
Average number of KS4 entries per pupil | 8.1 |
Average number of KS4 entries per pupil with low prior attainment | 7.2 |
Average number of KS4 entries per pupil with middle prior attainment | 8.4 |
Average number of KS4 entries per pupil with high prior attainment | 8.6 |
Average number of KS4 entries per disadvantaged pupil | 7.6 |
Average number of KS4 entries per non-disadvantaged pupil | 8.3 |
Average number of GCSE entries per pupil | 7.2 |
Average number of GCSE entries per pupil with low prior attainment | 6.1 |
Average number of GCSE entries per pupil with middle prior attainment | 7.4 |
Average number of GCSE entries per pupil with high prior attainment | 7.8 |
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 | 1247 |
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 | Above average |
Number of pupils completing key stage 4 in 2020/21 | 148 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 141 |
Apprenticeships (number of pupils) | 4 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 101 |
Further education (number of pupils) | 14 |
School sixth form (number of pupils) | 54 |
Sixth form college (number of pupils) | 33 |
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) | 95% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 89% |
Further education (percentage) | 12% |
School sixth form (percentage) | 48% |
Sixth form college (percentage) | 29% |
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 | 35 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 34 |
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 | 113 |
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) | 107 |
Number of pupils completing key stage 4 in 2019/20 | 152 |
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 | 61 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 87% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 91 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of pupils completing key stage 4 in 2018/19 | 144 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 34 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 88% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 110 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 99% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -7 |
Upper confidence limit on the progression score for the total cohort | 0 |
Lower confidence limit on the progression score for the total cohort | -13 |
Cohort size | 152 |
Progressed | 57% |
Apprenticeships | 1% |
Higher Education | 55% |
Top third | 10% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 142 |
Progressed for academic/applied general cohort | 59% |
Progression score for academic/applied general cohort | -6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 0 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -12 |
Cohort size for TLEV cohort | 1 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 9 |
Progressed for other level 3 qualifications cohort | 22% |
Score for other level 3 qualifications cohort | -16 |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | 16 |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | -48 |
Progressed for disadvantaged students | 55% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 53% |
Top third for disadvantaged students | 2% |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 179 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 139 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 11 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 77 |
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) | 75 |
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) | 51 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 29 |
Activity not captured in data (All levels of study) (number of students) | 11 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 78% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 6% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 43% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 42% |
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) | 28% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 16% |
Activity not captured in data (All levels of study) (percentage) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 72 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 53 |
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) | 30 |
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) | 15 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 74% |
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) | 42% |
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) | 21% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 107 |
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) | 86 |
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) | 47 |
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) | 14 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 80% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 44% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 13% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 167 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 136 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 11 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 77 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 75 |
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) | 48 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 22 |
Activity not captured in data (Level 3) (number of students) | 9 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 81% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 46% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 45% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 13% |
Activity not captured in data (Level 3) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 64 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 30 |
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) | 10 |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 47% |
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) | 16% |
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) | 103 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 47 |
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) | 12 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 46% |
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) | 12% |
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) | 9 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 3 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | 0 |
Further education (level 3 and below) (Level 2) (number of students) | 0 |
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) | 3 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 5 |
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) | 33% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 0% |
Further education (level 3 and below) (Level 2) (percentage) | 0% |
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) | 33% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 56% |
Activity not captured in data (Level 2) (percentage) | 11% |
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 | -7 |
Upper confidence limit on the progression score for the total cohort | 0 |
Lower confidence limit on the progression score for the total cohort | -13 |
Cohort size | 152 |
Progressed | 57% |
Apprenticeships | 1% |
Higher Education | 55% |
Top third | 10% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 142 |
Progressed for academic/applied general cohort | 59% |
Progression score for academic/applied general cohort | -6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 0 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -12 |
Cohort size for TLEV cohort | 1 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 9 |
Progressed for other level 3 qualifications cohort | 22% |
Score for other level 3 qualifications cohort | -16 |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | 16 |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | -48 |
Progressed for disadvantaged students | 55% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 53% |
Top third for disadvantaged students | 2% |
Higher technical for disadvantaged students | SUPP |