For the 2023/2024 academic year
Type of school | State-funded secondary |
---|---|
Total number of pupils on roll | 1864 |
Number of girls on roll | 907 |
Number of boys on roll | 957 |
Percentage of girls on roll | 48.7 |
Percentage of boys on roll | 51.3 |
Number of eligible pupils with an EHC plan | 49 |
Percentage of eligible pupils with an EHC plan | 2.6 |
Number of eligible pupils with SEN support | 308 |
Percentage of eligible pupils with SEN support | 16.5 |
No. pupils where English not first language | 447 |
No. pupils with English first language | 1415 |
No. pupils where first language is unclassified | 2 |
% pupils where English not first language | 24 |
% pupils with English first language | 75.9 |
No. pupils eligible for free school meals | 730 |
Number of pupils eligible for FSM at any time during the past 6 years | 724 |
Total pupils for FSMEver | 1613 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 44.9 |
Alphabetic index | 29564 |
---|---|
School address (1) | Beech Avenue |
School town | Swindon |
School postcode | SN2 1JR |
School telephone number | 1793426900 |
School parliamentary constituency code | E14001536 |
School parliamentary constituency name | Swindon North |
Converter academy: URN | 0 |
Religious denomination | Does not apply |
Age range | 3-19 |
School published in secondary school (key stage 4) performance tables | 0 |
School published in school and college (key stage 5) performance tables | 0 |
Total number of pupils (including part-time pupils) | 1864 |
Number of pupils aged 11 | 109 |
Published eligible pupil number | 105 |
Eligible boys on school roll at time of tests | 52 |
Eligible girls on school roll at time of tests | 53 |
Percentage of eligible boys on school roll at time of tests | 50% |
Percentage of eligible girls on school roll at time of tests | 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) | 55 |
Percentage of key stage 2 disadvantaged pupils | 52% |
Number of key stage 2 pupils who are not disadvantaged | 50 |
Percentage of key stage 2 pupils who are not disadvantaged | 48% |
Number of eligible pupils with English as additional language (EAL) | 33 |
Percentage of eligible pupils with English as additional language (EAL) | 31% |
Number of eligible pupils classified as non-mobile | 85 |
Percentage of eligible pupils classified as non-mobile | 81% |
Percentage of pupils reaching the expected standard in reading, writing and maths | 47% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
Percentage of pupils reaching the expected standard in reading | 57% |
Percentage of pupils achieving a high score in reading | 13% |
Percentage of pupils absent from or not able to access the test in reading | 2% |
Average scaled score in reading | 101 |
Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 48% |
Percentage of pupils achieving a high score in grammar, punctuation and spelling | 9% |
Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 2% |
Average scaled score in grammar, punctuation and spelling | 99 |
Percentage of pupils reaching the expected standard in maths | 59% |
Percentage of pupils achieving a high score in maths | 11% |
Percentage of pupils absent from or not able to access the test in maths | 3% |
Average scaled score in maths | 100 |
Percentage of pupils reaching the expected standard in writing | 59% |
Percentage of pupils working at greater depth within the expected standard in writing | 5% |
Percentage of pupils working towards the expected standard in writing | 36% |
Percentage of pupils absent or disapplied in writing TA | 0% |
Percentage of pupils reaching the expected standard in science TA | 69% |
Percentage of pupils absent or disapplied in science TA | 0% |
Percentage of boys reaching the expected standard in reading, writing and maths | 46% |
Percentage of girls reaching the expected standard in reading, writing and maths | 47% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 45% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 48% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -22 |
Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 58% |
Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 48% |
Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 2% |
Percentage of girls reaching the HIGHected standard in reading, writing and maths | 4% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 2% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 4% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -8 |
Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 4% |
Average scaled score in reading for boys | 100 |
Average scaled score in reading for girls | 102 |
Average scaled score in reading for disadvantaged pupils | 100 |
Average scaled score in reading for non-disadvantaged pupils | 102 |
Average scaled score in reading for EAL pupils | 102 |
Average scaled score in reading for MOBN pupils | 102 |
Average scaled score in maths for boys | 100 |
Average scaled score in maths for girls | 100 |
Average scaled score in maths for disadvantaged pupils | 99 |
Average scaled score in maths for non-disadvantaged pupils | 101 |
Average scaled score in maths for EAL pupils | 103 |
Average scaled score in maths for MOBN pupils | 100 |
Average scaled score in GPS for boys | 98 |
Average scaled score in GPS for girls | 100 |
Average scaled score in GPS for disadvantaged pupils | 98 |
Average scaled score in GPS for non-disadvantaged pupils | 100 |
Average scaled score in GPS for EAL pupils | 101 |
Average scaled score in GPS for MOBN pupils | 99 |
Percentage of disadvantaged pupils reaching the expected standard in reading | 53% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading | 62% |
Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 40% |
Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 56% |
Percentage of disadvantaged pupils reaching the expected standard in maths | 53% |
Percentage of non-disadvantaged pupils reaching the expected standard in maths | 66% |
Percentage of disadvantaged pupils reaching the expected standard in writing | 51% |
Percentage of non-disadvantaged pupils reaching the expected standard in writing | 68% |
Percentage of disadvantaged pupils achieving a high score in reading | 9% |
Percentage of non-disadvantaged pupils achieving a high score in reading | 18% |
Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 4% |
Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 14% |
Percentage of disadvantaged pupils achieving a high score in maths | 7% |
Percentage of non-disadvantaged pupils achieving a high score in maths | 16% |
Percentage of disadvantaged pupils working at greater depth in writing | 2% |
Percentage of non-disadvantaged pupils working at greater depth in writing | 8% |
Number of eligible pupils with English as first language | 69 |
Percentage of eligible pupils with English as first language | 66% |
Number of eligible pupils with unclassified language | 3 |
Percentage of eligible pupils with unclassified language | 3% |
Number of eligible pupils with EHC plan | 6 |
Percentage of eligible pupils with EHC plan | 6% |
Number of eligible pupils with SEN support | 19 |
Percentage of eligible pupils with SEN support | 18% |
Number of eligible pupils with SEN (EHC plan or SEN support) | 25 |
Percentage of eligible pupils with SEN (EHC plan or SEN support) | 24% |
Number of eligible pupils 2023 | 113 |
Percentage of key stage 2 disadvantaged pupils one year prior | 61% |
Percentage of key stage 2 pupils who are not disadvantaged one year prior | 39% |
Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 43% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 36% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 55% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
Reading progress measure - one year prior | -3 |
Reading progress measure - lower confidence limit - one year prior | -4.2 |
Reading progress measure - upper confidence limit - one year prior | -1.8 |
Writing progress measure - one year prior | -0.7 |
Writing progress measure - lower confidence limit - one year prior | -1.9 |
Writing progress measure - upper confidence limit - one year prior | 0.5 |
Maths progress measure - one year prior | -2.5 |
Maths progress measure - lower confidence limit - one year prior | -3.7 |
Maths progress measure - upper confidence limit - one year prior | -1.4 |
Average scaled score in reading - one year prior | 101 |
Average scaled score in maths - one year prior | 100 |
School address (1) | Beech Avenue |
---|---|
School town | Swindon |
School postcode | SN2 1JR |
School telephone number | 01793426900 |
School parliamentary constituency code | E14001536 |
School parliamentary constituency name | Swindon North |
Religious denomination | Does not apply |
Age range | 3-19 |
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) | 1864 |
Total boys on roll (including part-time pupils) | 957 |
Total girls on roll (including part-time pupils) | 907 |
Number of pupils at the end of key stage 4 | 188 |
Number of boys at the end of key stage 4 | 76 |
% of pupils at the end of key stage 4 who are boys | 40.40% |
Number of girls at the end of key stage 4 | 112 |
% of pupils at the end key stage 4 who are girls | 59.60% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 102.2 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 55 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 32.20% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 94 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 55.00% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 22 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 12.90% |
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) | 67 |
Percentage of key stage 2 disadvantaged pupils | 35.60% |
Number of key stage 2 pupils who are not disadvantaged | 121 |
Percentage of key stage 2 pupils who are not disadvantaged | 64.40% |
Number of eligible pupils with English as additional language (EAL) | 44 |
Percentage of eligible pupils with English as additional language (EAL) | 23.40% |
Number of eligible pupils with English as first language | 143 |
Percentage of eligible pupils with English as first language | 76.10% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 0.50% |
Number of pupils at the end of key stage 4 who are non-mobile | 168 |
% of pupils at the end of key stage 4 who are non-mobile | 89.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.50% |
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 | 31 |
% 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 | 16.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 30 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 16.00% |
Total sum of Attainment 8 scores | 9158.3 |
Average Attainment 8 score per pupil | 48.7 |
Total sum of Attainment 8 scores for English element | 2077 |
Average Attainment 8 score per pupil for English element | 11 |
Total sum of Attainment 8 scores for mathematics element | 1764 |
Average Attainment 8 score per pupil for mathematics element | 9.4 |
Total sum of Attainment 8 scores for EBacc element | 2688 |
Average Attainment 8 score per pupil for EBacc element | 14.3 |
Total sum of Attainment 8 scores for open element | 2629.3 |
Average Attainment 8 score per pupil for open element | 14 |
Total sum of Attainment 8 scores for open element - GCSE only | 2063 |
Average Attainment 8 score per pupil for open element - GCSE only | 11 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 566.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 3 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
Number of pupils included in Progress 8 measure | 171 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 91% |
Progress 8 measure after adjustment for extreme scores | 0.61 |
Progress 8 lower 95% confidence interval for adjusted average | 0.4 |
Progress 8 upper 95% confidence interval for adjusted average | 0.82 |
Progress 8 measure based on unadjusted pupil scores | 0.6 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.38 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.82 |
Progress 8 measure for English element | 0.85 |
Lower 95% confidence interval for Progress 8 English element | 0.61 |
Upper 95% confidence interval for Progress 8 English element | 1.09 |
Progress 8 measure for mathematics element | 0.54 |
Lower 95% confidence interval for Progress 8 maths element | 0.32 |
Upper 95% confidence interval for Progress 8 maths element | 0.76 |
Progress 8 measure for EBacc element | 0.66 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.41 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.9 |
Progress 8 measure for open element | 0.42 |
Lower 95% confidence interval for Progress 8 open element | 0.18 |
Upper 95% confidence interval for Progress 8 open element | 0.66 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 72.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 59.60% |
Total EBacc APS score per pupil | 830.5 |
Average EBacc APS score per pupil | 4.42 |
Average EBacc APS score per disadvantaged pupil | 3.64 |
Average EBacc APS score per non-disadvantaged pupil | 4.85 |
Average EBacc APS score per pupil with low prior attainment | 2.74 |
Average EBacc APS score per pupil with middle prior attainment | 4.77 |
Average EBacc APS score per pupil with high prior attainment | 6.58 |
Average EBacc APS score per pupil for whom English is an additional language | 4.92 |
Average EBacc APS score per girl | 4.33 |
Average EBacc APS score per boy | 4.55 |
Average EBacc APS score per non-mobile pupil | 4.42 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 80 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 42.60% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 36.70% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 27.70% |
Number of pupils entering the English Baccalaureate English subject area | 174 |
% of pupils entering the English Baccalaureate English subject area | 92.60% |
Number of pupils entering the English Baccalaureate Maths subject area | 182 |
% of pupils entering the English Baccalaureate Maths subject area | 96.80% |
Number of pupils entering the English Baccalaureate Science subject area | 174 |
% of pupils entering the English Baccalaureate Science subject area | 92.60% |
Number of pupils entering the English Baccalaureate Humanities subject area | 165 |
% of pupils entering the English Baccalaureate Humanities subject area | 87.80% |
Number of pupils entering the English Baccalaureate Language subject area | 86 |
% of pupils entering the English Baccalaureate Language subject area | 45.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 77.70% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 70.20% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 76.60% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 64.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 76.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 57.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 72.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 61.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 93.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 86.00% |
Number of pupils included in English Baccalaureate Science Value Added measure | 157 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 90% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 148 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 90% |
Number of pupils included in English Baccalaureate Language Value Added measure | 77 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 90% |
English Baccalaureate Science Value Added measure | 0.6 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.37 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.83 |
EBacc Humanities VA measure | 0.98 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.69 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.27 |
English Baccalaureate Languages Value Added measure | 1.22 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.78 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.65 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 146 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 132 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 144 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 122 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 133 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 100 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 120 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 101 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 80 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 74 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 79 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 42.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 173 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 92.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 179 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.20% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 170 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 97.70% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 161 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.60% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 85 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.80% |
Average Attainment 8 score per disadvantaged pupil | 41.1 |
Number of disadvantaged pupils in Progress 8 measure | 64 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.04 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.31 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.38 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.03 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.33 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.38 |
Average Attainment 8 score per non-disadvantaged pupil | 52.9 |
Number of non-disadvantaged pupils in Progress 8 measure | 107 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.96 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.69 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.22 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.94 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.67 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.22 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.5 |
Progress 8 measure for English element - disadvantaged pupils | 0.24 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.16 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.63 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 8 |
Progress 8 measure for maths element - disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.31 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.42 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.9 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.35 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.45 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.7 |
Progress 8 measure for open element - disadvantaged pupils | -0.15 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.55 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.24 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.9 |
Progress 8 measure for English element - non-disadvantaged pupils | 1.22 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.91 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1.52 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.2 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.83 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.55 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.11 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.6 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.02 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.71 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.33 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15.2 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.76 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.45 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.07 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.2 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.3 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -8.9 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.12 |
Average Attainment 8 score per pupil with low prior attainment | 32.1 |
Number of pupils with low prior attainment included in Progress 8 measure | 55 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.5 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.13 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.88 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.5 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.12 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.88 |
Average Attainment 8 score per pupil with middle prior attainment | 52.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 94 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.7 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.41 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.98 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.68 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.39 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.98 |
Average Attainment 8 score per pupil with high prior attainment | 68.6 |
Number of pupils with high prior attainment included in Progress 8 measure | 22 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.51 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.08 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.11 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.48 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.12 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.09 |
Average Attainment 8 score per pupil for whom English is an additional language | 52.9 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.6 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.9 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.3 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 15 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 12.9 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.2 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 33 |
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 | 1.17 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.68 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.65 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.17 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.67 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.66 |
Average Attainment 8 score per girl | 48.3 |
Average Attainment 8 score per girl for English element | 11.3 |
Average Attainment 8 score per girl for mathematics element | 8.9 |
Average Attainment 8 score per girl for EBacc element | 13.9 |
Average Attainment 8 score per girl for open element | 14.2 |
Average Attainment 8 score per girl - GCSE only | 11 |
Average Attainment 8 score per girl - non-GCSE only | 3.2 |
Number of girls included in Progress 8 measure | 101 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | 0.56 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.29 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.84 |
Unadjusted Progress 8 measure - girls | 0.54 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.26 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.82 |
Average Attainment 8 score per boy | 49.4 |
Average Attainment 8 score per boy for English element | 10.8 |
Average Attainment 8 score per boy for mathematics element | 10.1 |
Average Attainment 8 score per boy for EBacc element | 14.8 |
Average Attainment 8 score per boy for open element | 13.7 |
Average Attainment 8 score per boy - GCSE only | 11 |
Average Attainment 8 score per boy - non-GCSE only | 2.7 |
Number of boys included in Progress 8 measure | 70 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.68 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.35 |
Adjusted Progress 8 upper 95% confidence interval - boys | 1.02 |
Unadjusted Progress 8 measure - boys | 0.68 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.35 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 1.02 |
Average Attainment 8 score per non-mobile pupil | 48.5 |
Average Attainment 8 score per non-mobile pupil for English element | 11.1 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.3 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.2 |
Average Attainment 8 score per non-mobile pupil for open element | 13.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 10.9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.1 |
Number of non-mobile pupils included in Progress 8 measure | 157 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | 0.63 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.41 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.85 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.62 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.39 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.84 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 9 |
EBacc entered % by low prior attainment | 16.40% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 12.70% |
EBacc achieved % by low prior attainment - with 9-5 passes | 9.10% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 45 |
EBacc entered % by middle prior attainment | 47.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 39.40% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 25.50% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 17 |
EBacc entered % by high prior attainment | 77.30% |
EBacc achieved % by high prior attainment - with 9-4 passes | 77.30% |
EBacc achieved % by high prior attainment - with 9-5 passes | 72.70% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 31.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 48.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 25.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 17.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 43.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 33.10% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.89 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.55 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.23 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.06 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.9 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.02 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.02 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.71 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.46 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.25 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.49 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.24 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.31 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.92 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.34 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.44 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.32 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.18 |
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 | 1.32 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.46 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.85 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.25 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.83 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.38 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.95 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.03 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.61 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.9 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.57 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.48 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.4 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.65 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.47 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.05 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.74 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.1 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.85 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.82 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 3.6 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.38 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.8 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.68 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.21 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.6 |
% of boys with entries in all English Baccalaureate subject areas | 42.10% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 36.80% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 27.60% |
% of girls with entries in all English Baccalaureate subject areas | 42.90% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 36.60% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 27.70% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 45.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 39.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 29.80% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 54.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 45.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 29.50% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 70.20% |
% of pupils achieving any qualifications | 96.80% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 58.20% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 80.20% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 23 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 41.80% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 80 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 85.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 21 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 95.50% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 69.70% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 74.10% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 72.70% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 72.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 46.30% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 66.90% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 16 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 29.10% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 66 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 70.20% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 20 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 90.90% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 60.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 58.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 52.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 61.30% |
% of pupils entering more than one language | 5.90% |
% of pupils entering biology, chemistry and physics | 28.70% |
Average number of KS4 entries per pupil | 7.1 |
Average number of KS4 entries per pupil with low prior attainment | 6 |
Average number of KS4 entries per pupil with middle prior attainment | 7.5 |
Average number of KS4 entries per pupil with high prior attainment | 8.5 |
Average number of KS4 entries per disadvantaged pupil | 6.6 |
Average number of KS4 entries per non-disadvantaged pupil | 7.4 |
Average number of GCSE entries per pupil | 6.5 |
Average number of GCSE entries per pupil with low prior attainment | 5.4 |
Average number of GCSE entries per pupil with middle prior attainment | 6.8 |
Average number of GCSE entries per pupil with high prior attainment | 8 |
Average number of GCSE entries per disadvantaged pupil | 6.1 |
Average number of GCSE entries per non-disadvantaged pupil | 6.7 |
Total volume of entries without discounting | 1370 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Well above average |
Number of pupils completing key stage 4 in 2020/21 | 162 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 146 |
Apprenticeships (number of pupils) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 76 |
Further education (number of pupils) | 32 |
School sixth form (number of pupils) | 30 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 10 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 87% |
Apprenticeships (percentage) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 81% |
Further education (percentage) | 34% |
School sixth form (percentage) | 32% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 11% |
Activity not captured (percentage) | 2% |
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) | 64 |
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 94 |
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) | 82 |
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) | 85% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 59 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 90% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 93 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 82% |
Number of pupils completing key stage 4 in 2018/19 | 108 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 88% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 44 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 89% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 64 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 88% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -9 |
Upper confidence limit on the progression score for the total cohort | 3 |
Lower confidence limit on the progression score for the total cohort | -21 |
Cohort size | 45 |
Progressed | 56% |
Apprenticeships | 0% |
Higher Education | 51% |
Top third | 7% |
Higher technical | 4% |
Cohort size for academic/applied general cohort | 33 |
Progressed for academic/applied general cohort | 58% |
Progression score for academic/applied general cohort | -16 |
Upper confidence limit on the progression score for the academic/applied general cohort | -2 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -29 |
Cohort size for TLEV cohort | 12 |
Progressed for TLEV cohort | 50% |
Score for TLEV cohort | 11 |
Upper confidence limit on the progression score for the TLEV cohort | 38 |
Lower confidence limit on the progression score for the TLEV cohort | -16 |
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 | 27% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 27% |
Top third for disadvantaged students | 0% |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 71 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 56 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 28 |
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) | 24 |
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) | 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) | 7 |
Activity not captured in data (All levels of study) (number of students) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 79% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 39% |
Further education (level 3 and below) (All levels of study) (percentage) | 4% |
Higher education (level 4 and above) (All levels of study) (percentage) | 34% |
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) | 32% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
Activity not captured in data (All levels of study) (percentage) | 11% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 18 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 13 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 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) | 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) | 72% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 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) | 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) | 53 |
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) | 43 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 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) | 81% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 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) | 68 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 54 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 28 |
Further education (level 3 and below) (Level 3) (number of students) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) | 24 |
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) | 22 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 7 |
Activity not captured in data (Level 3) (number of students) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 79% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 6% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 41% |
Further education (level 3 and below) (Level 3) (percentage) | 4% |
Higher education (level 4 and above) (Level 3) (percentage) | 35% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 32% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
Activity not captured in data (Level 3) (percentage) | 10% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
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 | -9 |
Upper confidence limit on the progression score for the total cohort | 3 |
Lower confidence limit on the progression score for the total cohort | -21 |
Cohort size | 45 |
Progressed | 56% |
Apprenticeships | 0% |
Higher Education | 51% |
Top third | 7% |
Higher technical | 4% |
Cohort size for academic/applied general cohort | 33 |
Progressed for academic/applied general cohort | 58% |
Progression score for academic/applied general cohort | -16 |
Upper confidence limit on the progression score for the academic/applied general cohort | -2 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -29 |
Cohort size for TLEV cohort | 12 |
Progressed for TLEV cohort | 50% |
Score for TLEV cohort | 11 |
Upper confidence limit on the progression score for the TLEV cohort | 38 |
Lower confidence limit on the progression score for the TLEV cohort | -16 |
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 | 27% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 27% |
Top third for disadvantaged students | 0% |
Higher technical for disadvantaged students | 0% |