For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1321 |
Number of girls on roll | 586 |
Number of boys on roll | 735 |
Percentage of girls on roll | 44.4 |
Percentage of boys on roll | 55.6 |
Number of eligible pupils with an EHC plan | 27 |
Percentage of eligible pupils with an EHC plan | 2 |
Number of eligible pupils with SEN support | 176 |
Percentage of eligible pupils with SEN support | 13.3 |
No. pupils where English not first language | 157 |
No. pupils with English first language | 1164 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 11.9 |
% pupils with English first language | 88.1 |
No. pupils eligible for free school meals | 351 |
Number of pupils eligible for FSM at any time during the past 6 years | 335 |
Total pupils for FSMEver | 1030 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 32.5 |
School address (1) | Hubbards Lane |
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School address (2) | Linton |
School town | Maidstone |
School postcode | ME17 4HX |
School telephone number | 01622743152 |
School parliamentary constituency code | E14001570 |
School parliamentary constituency name | Weald of Kent |
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 | NON SEL IN HIGHLY SEL AREA |
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) | 1321 |
Total boys on roll (including part-time pupils) | 735 |
Total girls on roll (including part-time pupils) | 586 |
Number of pupils at the end of key stage 4 | 218 |
Number of boys at the end of key stage 4 | 116 |
% of pupils at the end of key stage 4 who are boys | 53.20% |
Number of girls at the end of key stage 4 | 102 |
% of pupils at the end key stage 4 who are girls | 46.80% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 63 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 30.90% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 124 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 60.80% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 17 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 8.30% |
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) | 48 |
Percentage of key stage 2 disadvantaged pupils | 22.00% |
Number of key stage 2 pupils who are not disadvantaged | 170 |
Percentage of key stage 2 pupils who are not disadvantaged | 78.00% |
Number of eligible pupils with English as additional language (EAL) | 24 |
Percentage of eligible pupils with English as additional language (EAL) | 11.00% |
Number of eligible pupils with English as first language | 194 |
Percentage of eligible pupils with English as first language | 89.00% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 208 |
% 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 | 0 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 33 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 15.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 33 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 15.10% |
Total sum of Attainment 8 scores | 8254 |
Average Attainment 8 score per pupil | 37.9 |
Total sum of Attainment 8 scores for English element | 1864 |
Average Attainment 8 score per pupil for English element | 8.6 |
Total sum of Attainment 8 scores for mathematics element | 1726 |
Average Attainment 8 score per pupil for mathematics element | 7.9 |
Total sum of Attainment 8 scores for EBacc element | 2321.5 |
Average Attainment 8 score per pupil for EBacc element | 10.6 |
Total sum of Attainment 8 scores for open element | 2342.5 |
Average Attainment 8 score per pupil for open element | 10.7 |
Total sum of Attainment 8 scores for open element - GCSE only | 1620.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 7.4 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 722 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 3.3 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
Number of pupils included in Progress 8 measure | 204 |
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 | 94% |
Progress 8 measure after adjustment for extreme scores | -0.33 |
Progress 8 lower 95% confidence interval for adjusted average | -0.53 |
Progress 8 upper 95% confidence interval for adjusted average | -0.14 |
Progress 8 measure based on unadjusted pupil scores | -0.34 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.53 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.14 |
Progress 8 measure for English element | -0.24 |
Lower 95% confidence interval for Progress 8 English element | -0.46 |
Upper 95% confidence interval for Progress 8 English element | -0.02 |
Progress 8 measure for mathematics element | -0.08 |
Lower 95% confidence interval for Progress 8 maths element | -0.28 |
Upper 95% confidence interval for Progress 8 maths element | 0.13 |
Progress 8 measure for EBacc element | -0.4 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.63 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.18 |
Progress 8 measure for open element | -0.5 |
Lower 95% confidence interval for Progress 8 open element | -0.72 |
Upper 95% confidence interval for Progress 8 open element | -0.28 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 56.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 29.80% |
Total EBacc APS score per pupil | 713.01 |
Average EBacc APS score per pupil | 3.27 |
Average EBacc APS score per disadvantaged pupil | 2.32 |
Average EBacc APS score per non-disadvantaged pupil | 3.54 |
Average EBacc APS score per pupil with low prior attainment | 2.32 |
Average EBacc APS score per pupil with middle prior attainment | 3.42 |
Average EBacc APS score per pupil with high prior attainment | 5.27 |
Average EBacc APS score per pupil for whom English is an additional language | 5.03 |
Average EBacc APS score per girl | 3.45 |
Average EBacc APS score per boy | 3.11 |
Average EBacc APS score per non-mobile pupil | 3.32 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 42 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 19.30% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 13.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 8.70% |
Number of pupils entering the English Baccalaureate English subject area | 213 |
% of pupils entering the English Baccalaureate English subject area | 97.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 215 |
% of pupils entering the English Baccalaureate Maths subject area | 98.60% |
Number of pupils entering the English Baccalaureate Science subject area | 207 |
% of pupils entering the English Baccalaureate Science subject area | 95.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 200 |
% of pupils entering the English Baccalaureate Humanities subject area | 91.70% |
Number of pupils entering the English Baccalaureate Language subject area | 42 |
% of pupils entering the English Baccalaureate Language subject area | 19.30% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 65.10% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 46.30% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 63.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 36.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 46.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 21.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 40.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 27.50% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 97.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 90.50% |
Number of pupils included in English Baccalaureate Science Value Added measure | 195 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 94% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 188 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 94% |
Number of pupils included in English Baccalaureate Language Value Added measure | 35 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 83% |
English Baccalaureate Science Value Added measure | -0.31 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.52 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.11 |
EBacc Humanities VA measure | -0.56 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.81 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.31 |
English Baccalaureate Languages Value Added measure | 1.06 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.41 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.71 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 142 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 101 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 138 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 80 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 96 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 44 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 80 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 55 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 41 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 38 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 41 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 18.80% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 211 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.80% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 211 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.80% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 205 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 190 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 95.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 42 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 27.2 |
Number of disadvantaged pupils in Progress 8 measure | 47 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.3 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.71 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.9 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.32 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.73 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.91 |
Average Attainment 8 score per non-disadvantaged pupil | 40.9 |
Number of non-disadvantaged pupils in Progress 8 measure | 157 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.26 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.18 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.27 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.19 |
Average Attainment 8 score per disadvantaged pupil for English element | 6.7 |
Progress 8 measure for English element - disadvantaged pupils | -1.12 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.58 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.66 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 5.8 |
Progress 8 measure for maths element - disadvantaged pupils | -1.03 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.45 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.6 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 7.5 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.35 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.82 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.88 |
Average Attainment 8 score per disadvantaged pupil for open element | 7.2 |
Progress 8 measure for open element - disadvantaged pupils | -1.62 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.08 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.16 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.1 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.02 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.23 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.28 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.5 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.21 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.03 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.44 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.5 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.12 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.38 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.13 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 11.7 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.17 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.42 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.09 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 4.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 8.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.6 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -22.8 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.46 |
Average Attainment 8 score per pupil with low prior attainment | 28.1 |
Number of pupils with low prior attainment included in Progress 8 measure | 63 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.07 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.28 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.42 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.07 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.29 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.42 |
Average Attainment 8 score per pupil with middle prior attainment | 39.4 |
Number of pupils with middle prior attainment included in Progress 8 measure | 124 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.52 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.77 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.27 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.52 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.78 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.27 |
Average Attainment 8 score per pupil with high prior attainment | 60.3 |
Number of pupils with high prior attainment included in Progress 8 measure | 17 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.42 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.09 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.25 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.45 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.14 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.23 |
Average Attainment 8 score per pupil for whom English is an additional language | 51.5 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.7 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.6 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.2 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.1 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 10.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 3.4 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 18 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.58 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.07 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.23 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.58 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.09 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.25 |
Average Attainment 8 score per girl | 40.1 |
Average Attainment 8 score per girl for English element | 9.3 |
Average Attainment 8 score per girl for mathematics element | 8.1 |
Average Attainment 8 score per girl for EBacc element | 11 |
Average Attainment 8 score per girl for open element | 11.8 |
Average Attainment 8 score per girl - GCSE only | 8.2 |
Average Attainment 8 score per girl - non-GCSE only | 3.6 |
Number of girls included in Progress 8 measure | 94 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | -0.22 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.51 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.06 |
Unadjusted Progress 8 measure - girls | -0.23 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.52 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.06 |
Average Attainment 8 score per boy | 35.9 |
Average Attainment 8 score per boy for English element | 7.9 |
Average Attainment 8 score per boy for mathematics element | 7.8 |
Average Attainment 8 score per boy for EBacc element | 10.3 |
Average Attainment 8 score per boy for open element | 9.8 |
Average Attainment 8 score per boy - GCSE only | 6.8 |
Average Attainment 8 score per boy - non-GCSE only | 3.1 |
Number of boys included in Progress 8 measure | 110 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.43 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.69 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.16 |
Unadjusted Progress 8 measure - boys | -0.43 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.69 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.16 |
Average Attainment 8 score per non-mobile pupil | 38.5 |
Average Attainment 8 score per non-mobile pupil for English element | 8.7 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.1 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 10.8 |
Average Attainment 8 score per non-mobile pupil for open element | 10.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 7.6 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.3 |
Number of non-mobile pupils included in Progress 8 measure | 197 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | -0.31 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.51 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.11 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.32 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.52 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.11 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 5 |
EBacc entered % by low prior attainment | 7.90% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 3.20% |
EBacc achieved % by low prior attainment - with 9-5 passes | 3.20% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 24 |
EBacc entered % by middle prior attainment | 19.40% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 14.50% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 7.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 6 |
EBacc entered % by high prior attainment | 35.30% |
EBacc achieved % by high prior attainment - with 9-4 passes | 29.40% |
EBacc achieved % by high prior attainment - with 9-5 passes | 29.40% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 10.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 21.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 4.20% |
% 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 | 15.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 11.20% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.07 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.41 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.53 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.01 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.12 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.28 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.68 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.76 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.36 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.36 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.86 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.81 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.28 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.57 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.45 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.11 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.35 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.3 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.43 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.15 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.67 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.18 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.25 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.79 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.92 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.08 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.64 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.18 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.73 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.01 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.11 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.63 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.98 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.58 |
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 | 1.64 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.07 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 2.37 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.76 |
% of boys with entries in all English Baccalaureate subject areas | 14.70% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 10.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 6.00% |
% of girls with entries in all English Baccalaureate subject areas | 24.50% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 16.70% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 11.80% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 19.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 13.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 9.10% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 75.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 45.80% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 45.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 43.10% |
% of pupils achieving any qualifications | 99.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 33.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 62.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 17 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 27.00% |
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 | 64.50% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 16 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 94.10% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 51.70% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 60.80% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 75.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 57.20% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 14.60% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 34.10% |
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 | 7.90% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 41 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 33.10% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 14 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 82.40% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 27.60% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 32.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 58.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 30.30% |
% of pupils entering more than one language | 0.90% |
% of pupils entering biology, chemistry and physics | 23.90% |
Average number of KS4 entries per pupil | 7.2 |
Average number of KS4 entries per pupil with low prior attainment | 6.9 |
Average number of KS4 entries per pupil with middle prior attainment | 7.3 |
Average number of KS4 entries per pupil with high prior attainment | 8.4 |
Average number of KS4 entries per disadvantaged pupil | 6.5 |
Average number of KS4 entries per non-disadvantaged pupil | 7.4 |
Average number of GCSE entries per pupil | 6.3 |
Average number of GCSE entries per pupil with low prior attainment | 5.8 |
Average number of GCSE entries per pupil with middle prior attainment | 6.3 |
Average number of GCSE entries per pupil with high prior attainment | 7.6 |
Average number of GCSE entries per disadvantaged pupil | 5.5 |
Average number of GCSE entries per non-disadvantaged pupil | 6.5 |
Total volume of entries without discounting | 1615 |
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 | Below average |
Number of pupils completing key stage 4 in 2020/21 | 212 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 186 |
Apprenticeships (number of pupils) | 6 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 13 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 129 |
Further education (number of pupils) | 36 |
School sixth form (number of pupils) | 93 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 11 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 92% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 8% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 80% |
Further education (percentage) | 22% |
School sixth form (percentage) | 58% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 7% |
Activity not captured (percentage) | 1% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 51 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 38 |
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 | 161 |
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) | 148 |
Number of pupils completing key stage 4 in 2019/20 | 202 |
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 | 60 |
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 | 142 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of pupils completing key stage 4 in 2018/19 | 220 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 55 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 84% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 165 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -34 |
Upper confidence limit on the progression score for the total cohort | -27 |
Lower confidence limit on the progression score for the total cohort | -40 |
Cohort size | 151 |
Progressed | 30% |
Apprenticeships | 4% |
Higher Education | 25% |
Top third | 4% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 149 |
Progressed for academic/applied general cohort | 31% |
Progression score for academic/applied general cohort | -34 |
Upper confidence limit on the progression score for the academic/applied general cohort | -27 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -40 |
Cohort size for TLEV cohort | 2 |
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 | 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 | 31% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 31% |
Top third for disadvantaged students | 3% |
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) | 126 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 102 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 13 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 39 |
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) | 25 |
Other education destinations (All levels of study) (number of students) | 11 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 50 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 15 |
Activity not captured in data (All levels of study) (number of students) | 9 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 81% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 10% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 31% |
Further education (level 3 and below) (All levels of study) (percentage) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) | 20% |
Other education destinations (All levels of study) (percentage) | 9% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 40% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 12% |
Activity not captured in data (All levels of study) (percentage) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 19 |
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) | 2 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 0 |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 9 |
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) | 5 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 68% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 11% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 11% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 5% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | 0% |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 5% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 47% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 26% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 5% |
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) | 89 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 11 |
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) | 37 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 25 |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 10 |
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) | 41 |
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) | 10 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 10% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 35% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 23% |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 9% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 38% |
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) | 9% |
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) | 103 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 84 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 39 |
Further education (level 3 and below) (Level 3) (number of students) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) | 25 |
Other education destinations (Level 3) (number of students) | 11 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 40 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 12 |
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) | 82% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 5% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 38% |
Further education (level 3 and below) (Level 3) (percentage) | 3% |
Higher education (level 4 and above) (Level 3) (percentage) | 24% |
Other education destinations (Level 3) (percentage) | 11% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 39% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 12% |
Activity not captured in data (Level 3) (percentage) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 11 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 7 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 2 |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 0 |
Other education destinations (Level 3) (number of students) (disadvantaged) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 4 |
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) | 64% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 9% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 18% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 9% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 0% |
Other education destinations (Level 3) (percentage) (disadvantaged) | 9% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 36% |
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) | 92 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 77 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 37 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 25 |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 10 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 36 |
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) | 84% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 4% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 40% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 2% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 27% |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 11% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 39% |
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) | 13 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 9 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 4 |
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) | 5 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 2 |
Activity not captured in data (Level 2) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 69% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 31% |
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) | 38% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 15% |
Activity not captured in data (Level 2) (percentage) | 15% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | 7 |
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) | 0 |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | 0 |
Other education destinations (Level 2) (number of students) (disadvantaged) | 0 |
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) | 0% |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | 0% |
Other education destinations (Level 2) (percentage) (disadvantaged) | 0% |
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) | 6 |
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) | 0 |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | 0 |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | 0 |
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) | 0% |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | 0% |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | 0% |
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) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 9 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
Other education destinations (L1, entry level and other) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 5 |
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) | 1 |
Activity not captured in data (L1, entry level and other) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 40% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
Other education destinations (L1, entry level and other) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 50% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 10% |
Activity not captured in data (L1, entry level and other) (percentage) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 1 |
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) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | 0 |
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) | 0 |
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) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | 0% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | 9 |
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) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
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) | 0 |
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) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
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) | 0% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -34 |
Upper confidence limit on the progression score for the total cohort | -27 |
Lower confidence limit on the progression score for the total cohort | -40 |
Cohort size | 151 |
Progressed | 30% |
Apprenticeships | 4% |
Higher Education | 25% |
Top third | 4% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 149 |
Progressed for academic/applied general cohort | 31% |
Progression score for academic/applied general cohort | -34 |
Upper confidence limit on the progression score for the academic/applied general cohort | -27 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -40 |
Cohort size for TLEV cohort | 2 |
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 | 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 | 31% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 31% |
Top third for disadvantaged students | 3% |
Higher technical for disadvantaged students | 0% |