For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1062 |
Number of girls on roll | 525 |
Number of boys on roll | 537 |
Percentage of girls on roll | 49.4 |
Percentage of boys on roll | 50.6 |
Number of eligible pupils with an EHC plan | 13 |
Percentage of eligible pupils with an EHC plan | 1.2 |
Number of eligible pupils with SEN support | 103 |
Percentage of eligible pupils with SEN support | 9.7 |
No. pupils where English not first language | 502 |
No. pupils with English first language | 560 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 47.3 |
% pupils with English first language | 52.7 |
No. pupils eligible for free school meals | 446 |
Number of pupils eligible for FSM at any time during the past 6 years | 493 |
Total pupils for FSMEver | 1062 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 46.4 |
School address (1) | Fulwoods Drive |
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School town | Milton Keynes |
School postcode | MK6 5LA |
School telephone number | 01908341700 |
School parliamentary constituency code | E14001369 |
School parliamentary constituency name | Milton Keynes Central |
Religious denomination | Does not apply |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1062 |
Total boys on roll (including part-time pupils) | 537 |
Total girls on roll (including part-time pupils) | 525 |
Number of pupils at the end of key stage 4 | 229 |
Number of boys at the end of key stage 4 | 121 |
% of pupils at the end of key stage 4 who are boys | 52.80% |
Number of girls at the end of key stage 4 | 108 |
% of pupils at the end key stage 4 who are girls | 47.20% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 99.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 80 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 42.30% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 93 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 49.20% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 16 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 8.50% |
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) | 100 |
Percentage of key stage 2 disadvantaged pupils | 43.70% |
Number of key stage 2 pupils who are not disadvantaged | 129 |
Percentage of key stage 2 pupils who are not disadvantaged | 56.30% |
Number of eligible pupils with English as additional language (EAL) | 102 |
Percentage of eligible pupils with English as additional language (EAL) | 44.50% |
Number of eligible pupils with English as first language | 127 |
Percentage of eligible pupils with English as first language | 55.50% |
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 | 90.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 17 |
% 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 | 7.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 15 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 6.60% |
Total sum of Attainment 8 scores | 8203.5 |
Average Attainment 8 score per pupil | 35.8 |
Total sum of Attainment 8 scores for English element | 1827 |
Average Attainment 8 score per pupil for English element | 8 |
Total sum of Attainment 8 scores for mathematics element | 1600 |
Average Attainment 8 score per pupil for mathematics element | 7 |
Total sum of Attainment 8 scores for EBacc element | 2478 |
Average Attainment 8 score per pupil for EBacc element | 10.8 |
Total sum of Attainment 8 scores for open element | 2298.5 |
Average Attainment 8 score per pupil for open element | 10 |
Total sum of Attainment 8 scores for open element - GCSE only | 1946 |
Average Attainment 8 score per pupil for open element - GCSE only | 8.5 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 352.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.5 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.5 |
Average number of Open slots filled in Attainment 8 per pupil | 2.4 |
Number of pupils included in Progress 8 measure | 189 |
Number of pupils who have had P8 score adjusted in average | 6 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 83% |
Progress 8 measure after adjustment for extreme scores | -0.35 |
Progress 8 lower 95% confidence interval for adjusted average | -0.55 |
Progress 8 upper 95% confidence interval for adjusted average | -0.15 |
Progress 8 measure based on unadjusted pupil scores | -0.37 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.57 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.16 |
Progress 8 measure for English element | -0.37 |
Lower 95% confidence interval for Progress 8 English element | -0.6 |
Upper 95% confidence interval for Progress 8 English element | -0.14 |
Progress 8 measure for mathematics element | -0.34 |
Lower 95% confidence interval for Progress 8 maths element | -0.55 |
Upper 95% confidence interval for Progress 8 maths element | -0.13 |
Progress 8 measure for EBacc element | -0.16 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.39 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.07 |
Progress 8 measure for open element | -0.59 |
Lower 95% confidence interval for Progress 8 open element | -0.82 |
Upper 95% confidence interval for Progress 8 open element | -0.36 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 45.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 23.60% |
Total EBacc APS score per pupil | 739.06 |
Average EBacc APS score per pupil | 3.23 |
Average EBacc APS score per disadvantaged pupil | 2.31 |
Average EBacc APS score per non-disadvantaged pupil | 3.94 |
Average EBacc APS score per pupil with low prior attainment | 1.98 |
Average EBacc APS score per pupil with middle prior attainment | 3.56 |
Average EBacc APS score per pupil with high prior attainment | 6.27 |
Average EBacc APS score per pupil for whom English is an additional language | 4.16 |
Average EBacc APS score per girl | 3.33 |
Average EBacc APS score per boy | 3.13 |
Average EBacc APS score per non-mobile pupil | 3.18 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 72 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 31.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 15.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 8.70% |
Number of pupils entering the English Baccalaureate English subject area | 210 |
% of pupils entering the English Baccalaureate English subject area | 91.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 214 |
% of pupils entering the English Baccalaureate Maths subject area | 93.40% |
Number of pupils entering the English Baccalaureate Science subject area | 213 |
% of pupils entering the English Baccalaureate Science subject area | 93.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 179 |
% of pupils entering the English Baccalaureate Humanities subject area | 78.20% |
Number of pupils entering the English Baccalaureate Language subject area | 78 |
% of pupils entering the English Baccalaureate Language subject area | 34.10% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 60.70% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 44.10% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 48.90% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 28.80% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 46.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 31.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 56.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 44.70% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 62.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 51.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 173 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 81% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 147 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 82% |
Number of pupils included in English Baccalaureate Language Value Added measure | 65 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 83% |
English Baccalaureate Science Value Added measure | -0.09 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.3 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.13 |
EBacc Humanities VA measure | 0.14 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.15 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.43 |
English Baccalaureate Languages Value Added measure | -0.24 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.72 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.24 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 139 |
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 | 112 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 66 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 98 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 68 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 101 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 80 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 49 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 40 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 71 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 31.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 202 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 88.20% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 200 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 87.30% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 197 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 92.50% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 172 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 96.10% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 77 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.70% |
Average Attainment 8 score per disadvantaged pupil | 26.2 |
Number of disadvantaged pupils in Progress 8 measure | 93 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 3 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.67 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.96 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.39 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.7 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.99 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.41 |
Average Attainment 8 score per non-disadvantaged pupil | 43.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 96 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.32 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.24 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.33 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.24 |
Average Attainment 8 score per disadvantaged pupil for English element | 6.2 |
Progress 8 measure for English element - disadvantaged pupils | -0.67 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.99 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.34 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.65 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.95 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.35 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 7.6 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.56 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.89 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.23 |
Average Attainment 8 score per disadvantaged pupil for open element | 7.4 |
Progress 8 measure for open element - disadvantaged pupils | -0.89 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.22 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.56 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.4 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.08 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.41 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.24 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.5 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.04 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.34 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.26 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.3 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.23 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.1 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.56 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 12 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.29 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.62 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.03 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 6 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.6 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -23.8 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.83 |
Average Attainment 8 score per pupil with low prior attainment | 23.3 |
Number of pupils with low prior attainment included in Progress 8 measure | 80 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.24 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.55 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.07 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.24 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.56 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.07 |
Average Attainment 8 score per pupil with middle prior attainment | 39.2 |
Number of pupils with middle prior attainment included in Progress 8 measure | 93 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 6 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.46 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.75 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.17 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.49 |
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 | -0.19 |
Average Attainment 8 score per pupil with high prior attainment | 65 |
Number of pupils with high prior attainment included in Progress 8 measure | 16 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.28 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.97 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.41 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.28 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.99 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.43 |
Average Attainment 8 score per pupil for whom English is an additional language | 45.2 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.7 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 13.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.6 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.6 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 71 |
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 | 0.47 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.14 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.8 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.47 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.13 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.81 |
Average Attainment 8 score per girl | 37.3 |
Average Attainment 8 score per girl for English element | 8.6 |
Average Attainment 8 score per girl for mathematics element | 6.8 |
Average Attainment 8 score per girl for EBacc element | 11 |
Average Attainment 8 score per girl for open element | 10.9 |
Average Attainment 8 score per girl - GCSE only | 9.3 |
Average Attainment 8 score per girl - non-GCSE only | 1.6 |
Number of girls included in Progress 8 measure | 93 |
Number of girls in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - girls | -0.39 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.68 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.1 |
Unadjusted Progress 8 measure - girls | -0.4 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.69 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.11 |
Average Attainment 8 score per boy | 34.5 |
Average Attainment 8 score per boy for English element | 7.4 |
Average Attainment 8 score per boy for mathematics element | 7.1 |
Average Attainment 8 score per boy for EBacc element | 10.7 |
Average Attainment 8 score per boy for open element | 9.3 |
Average Attainment 8 score per boy - GCSE only | 7.8 |
Average Attainment 8 score per boy - non-GCSE only | 1.5 |
Number of boys included in Progress 8 measure | 96 |
Number of boys in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - boys | -0.31 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.6 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.03 |
Unadjusted Progress 8 measure - boys | -0.33 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.62 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.04 |
Average Attainment 8 score per non-mobile pupil | 35.2 |
Average Attainment 8 score per non-mobile pupil for English element | 7.8 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 6.8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 10.7 |
Average Attainment 8 score per non-mobile pupil for open element | 9.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8.3 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.6 |
Number of non-mobile pupils included in Progress 8 measure | 183 |
Number of non-mobile pupils in progress measure with adjusted scores | 5 |
Adjusted Progress 8 measure - non-mobile pupils | -0.36 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.57 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.15 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.37 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.58 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.16 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 11 |
EBacc entered % by low prior attainment | 13.80% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.50% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 38 |
EBacc entered % by middle prior attainment | 40.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 16.10% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 5.40% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 13 |
EBacc entered % by high prior attainment | 81.30% |
EBacc achieved % by high prior attainment - with 9-4 passes | 68.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 62.50% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 21.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 39.50% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 10.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 4.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 19.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 12.40% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.08 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.15 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.2 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.43 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.22 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.35 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.09 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.3 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.06 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.3 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.95 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.31 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.2 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.05 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.34 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.11 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.74 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.52 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.08 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.27 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.42 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.16 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.45 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.92 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.51 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.38 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.49 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.68 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.09 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.83 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.13 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.48 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.3 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.58 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.17 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.77 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.87 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.25 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.92 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.01 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.12 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.3 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.93 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.14 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.27 |
% of boys with entries in all English Baccalaureate subject areas | 27.30% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 13.20% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 8.30% |
% of girls with entries in all English Baccalaureate subject areas | 36.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 17.60% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 9.30% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 33.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 16.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 9.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 48.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 24.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 11.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 40.20% |
% of pupils achieving any qualifications | 92.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 26.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 60.50% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 12 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 15.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 55 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 59.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 15 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 93.80% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 43.80% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 47.20% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 63.70% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 43.30% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 10.00% |
% 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 | 2 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2.50% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 24 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 25.80% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 12 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 75.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 23.10% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 24.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 38.20% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 21.60% |
% of pupils entering more than one language | 1.70% |
% of pupils entering biology, chemistry and physics | 12.70% |
Average number of KS4 entries per pupil | 7 |
Average number of KS4 entries per pupil with low prior attainment | 6.1 |
Average number of KS4 entries per pupil with middle prior attainment | 7.3 |
Average number of KS4 entries per pupil with high prior attainment | 8.7 |
Average number of KS4 entries per disadvantaged pupil | 6.2 |
Average number of KS4 entries per non-disadvantaged pupil | 7.6 |
Average number of GCSE entries per pupil | 6.5 |
Average number of GCSE entries per pupil with low prior attainment | 5.6 |
Average number of GCSE entries per pupil with middle prior attainment | 6.8 |
Average number of GCSE entries per pupil with high prior attainment | 8.2 |
Average number of GCSE entries per disadvantaged pupil | 5.8 |
Average number of GCSE entries per non-disadvantaged pupil | 7.1 |
Total volume of entries without discounting | 1646 |
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 | 232 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 213 |
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) | 115 |
Further education (number of pupils) | 42 |
School sixth form (number of pupils) | 71 |
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) | 4 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
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) | 88% |
Further education (percentage) | 32% |
School sixth form (percentage) | 55% |
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) | 3% |
Activity not captured (percentage) | 2% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 102 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 89 |
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 | 130 |
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) | 124 |
Number of pupils completing key stage 4 in 2019/20 | 213 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 89% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 81 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 81% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 132 |
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 | 221 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 86% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 105 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 80% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 116 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 6 |
Upper confidence limit on the progression score for the total cohort | 20 |
Lower confidence limit on the progression score for the total cohort | -8 |
Cohort size | 32 |
Progressed | 72% |
Apprenticeships | 0% |
Higher Education | 72% |
Top third | 13% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 29 |
Progressed for academic/applied general cohort | 79% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 25 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
Cohort size for TLEV cohort | 3 |
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 | 73% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 73% |
Top third for disadvantaged students | 18% |
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) | 46 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 40 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 1 |
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) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) | 27 |
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) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 4 |
Activity not captured in data (All levels of study) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 87% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 61% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 59% |
Other education destinations (All levels of study) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 24% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
Activity not captured in data (All levels of study) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 17 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
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) | 0 |
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) | SUPP |
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) | 0% |
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) | 29 |
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 |
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) | 0 |
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) | SUPP |
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) | 0% |
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) | 45 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 40 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 1 |
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) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 27 |
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) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 4 |
Activity not captured in data (Level 3) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 62% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 60% |
Other education destinations (Level 3) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 24% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
Activity not captured in data (Level 3) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 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) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
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) | NA |
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) | NA |
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) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
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) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
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) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 6 |
Upper confidence limit on the progression score for the total cohort | 20 |
Lower confidence limit on the progression score for the total cohort | -8 |
Cohort size | 32 |
Progressed | 72% |
Apprenticeships | 0% |
Higher Education | 72% |
Top third | 13% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 29 |
Progressed for academic/applied general cohort | 79% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 25 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
Cohort size for TLEV cohort | 3 |
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 | 73% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 73% |
Top third for disadvantaged students | 18% |
Higher technical for disadvantaged students | 0% |