For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1345 |
Number of girls on roll | 625 |
Number of boys on roll | 720 |
Percentage of girls on roll | 46.5 |
Percentage of boys on roll | 53.5 |
Number of eligible pupils with an EHC plan | 103 |
Percentage of eligible pupils with an EHC plan | 7.7 |
Number of eligible pupils with SEN support | 7 |
Percentage of eligible pupils with SEN support | 0.5 |
No. pupils where English not first language | 210 |
No. pupils with English first language | 1135 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 15.6 |
% pupils with English first language | 84.4 |
No. pupils eligible for free school meals | 57 |
Number of pupils eligible for FSM at any time during the past 6 years | 50 |
Total pupils for FSMEver | 993 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 5 |
School address (1) | Castlewood Road |
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School town | New Barnet |
School postcode | EN4 9GE |
School telephone number | 02083442220 |
School parliamentary constituency code | E14001169 |
School parliamentary constituency name | Chipping Barnet |
Religious denomination | Jewish |
Age range | 11-19 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1345 |
Total boys on roll (including part-time pupils) | 720 |
Total girls on roll (including part-time pupils) | 625 |
Number of pupils at the end of key stage 4 | 182 |
Number of boys at the end of key stage 4 | 83 |
% of pupils at the end of key stage 4 who are boys | 45.60% |
Number of girls at the end of key stage 4 | 99 |
% of pupils at the end key stage 4 who are girls | 54.40% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 107.2 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 14 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 8.30% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 91 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 54.20% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 63 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 37.50% |
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) | 9 |
Percentage of key stage 2 disadvantaged pupils | 4.90% |
Number of key stage 2 pupils who are not disadvantaged | 173 |
Percentage of key stage 2 pupils who are not disadvantaged | 95.10% |
Number of eligible pupils with English as additional language (EAL) | 18 |
Percentage of eligible pupils with English as additional language (EAL) | 9.90% |
Number of eligible pupils with English as first language | 164 |
Percentage of eligible pupils with English as first language | 90.10% |
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 | 182 |
% of pupils at the end of key stage 4 who are non-mobile | 100.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 16 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 8.80% |
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 | 18 |
% 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 | 9.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 2 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 1.10% |
Total sum of Attainment 8 scores | 11128.5 |
Average Attainment 8 score per pupil | 61.1 |
Total sum of Attainment 8 scores for English element | 2349 |
Average Attainment 8 score per pupil for English element | 12.9 |
Total sum of Attainment 8 scores for mathematics element | 2208 |
Average Attainment 8 score per pupil for mathematics element | 12.1 |
Total sum of Attainment 8 scores for EBacc element | 3059.5 |
Average Attainment 8 score per pupil for EBacc element | 16.8 |
Total sum of Attainment 8 scores for open element | 3512 |
Average Attainment 8 score per pupil for open element | 19.3 |
Total sum of Attainment 8 scores for open element - GCSE only | 3434 |
Average Attainment 8 score per pupil for open element - GCSE only | 18.9 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 78 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.4 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 168 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 92% |
Progress 8 measure after adjustment for extreme scores | 0.97 |
Progress 8 lower 95% confidence interval for adjusted average | 0.76 |
Progress 8 upper 95% confidence interval for adjusted average | 1.18 |
Progress 8 measure based on unadjusted pupil scores | 0.97 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.75 |
Progress 8 upper 95% confidence interval for unadjusted average | 1.19 |
Progress 8 measure for English element | 1.02 |
Lower 95% confidence interval for Progress 8 English element | 0.78 |
Upper 95% confidence interval for Progress 8 English element | 1.27 |
Progress 8 measure for mathematics element | 0.94 |
Lower 95% confidence interval for Progress 8 maths element | 0.72 |
Upper 95% confidence interval for Progress 8 maths element | 1.17 |
Progress 8 measure for EBacc element | 0.54 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.29 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.78 |
Progress 8 measure for open element | 1.39 |
Lower 95% confidence interval for Progress 8 open element | 1.15 |
Upper 95% confidence interval for Progress 8 open element | 1.64 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 90.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 80.20% |
Total EBacc APS score per pupil | 906.38 |
Average EBacc APS score per pupil | 4.98 |
Average EBacc APS score per disadvantaged pupil | 3.37 |
Average EBacc APS score per non-disadvantaged pupil | 5.06 |
Average EBacc APS score per pupil with low prior attainment | 2.26 |
Average EBacc APS score per pupil with middle prior attainment | 4.77 |
Average EBacc APS score per pupil with high prior attainment | 6.11 |
Average EBacc APS score per pupil for whom English is an additional language | 6.35 |
Average EBacc APS score per girl | 5.19 |
Average EBacc APS score per boy | 4.73 |
Average EBacc APS score per non-mobile pupil | 4.98 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 35 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 19.20% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 17.60% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 15.40% |
Number of pupils entering the English Baccalaureate English subject area | 171 |
% of pupils entering the English Baccalaureate English subject area | 94.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 179 |
% of pupils entering the English Baccalaureate Maths subject area | 98.40% |
Number of pupils entering the English Baccalaureate Science subject area | 177 |
% of pupils entering the English Baccalaureate Science subject area | 97.30% |
Number of pupils entering the English Baccalaureate Humanities subject area | 86 |
% of pupils entering the English Baccalaureate Humanities subject area | 47.30% |
Number of pupils entering the English Baccalaureate Language subject area | 63 |
% of pupils entering the English Baccalaureate Language subject area | 34.60% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 92.90% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 87.90% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 91.80% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 83.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 86.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 70.60% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 94.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 86.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 93.70% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 88.90% |
Number of pupils included in English Baccalaureate Science Value Added measure | 166 |
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 | 81 |
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 | 59 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 94% |
English Baccalaureate Science Value Added measure | 0.74 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.52 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.96 |
EBacc Humanities VA measure | 1.43 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 1.04 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.82 |
English Baccalaureate Languages Value Added measure | 1.99 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 1.49 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 2.49 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 169 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 160 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 167 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 151 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 153 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 125 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 81 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 74 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 59 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 56 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 35 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 19.20% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 171 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 94.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 179 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.40% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 177 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 86 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 63 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 45 |
Number of disadvantaged pupils in Progress 8 measure | 9 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.19 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.73 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.12 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.19 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.75 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.13 |
Average Attainment 8 score per non-disadvantaged pupil | 62 |
Number of non-disadvantaged pupils in Progress 8 measure | 159 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 1.01 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.79 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.23 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 1.01 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.79 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.24 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.3 |
Progress 8 measure for English element - disadvantaged pupils | -0.06 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.12 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.99 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 11.1 |
Progress 8 measure for maths element - disadvantaged pupils | 1.3 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.33 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 2.27 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.9 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.48 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.55 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.59 |
Average Attainment 8 score per disadvantaged pupil for open element | 13.7 |
Progress 8 measure for open element - disadvantaged pupils | 0.29 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.76 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.35 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 13.1 |
Progress 8 measure for English element - non-disadvantaged pupils | 1.08 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.83 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1.33 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12.2 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.92 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.69 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.15 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 17.1 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.59 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.34 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.85 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 19.6 |
Progress 8 measure for open element - non-disadvantaged pupils | 1.45 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.2 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.7 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 12.4 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 19.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -5 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.03 |
Average Attainment 8 score per pupil with low prior attainment | 31.1 |
Number of pupils with low prior attainment included in Progress 8 measure | 14 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.4 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.35 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.14 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.4 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.36 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.15 |
Average Attainment 8 score per pupil with middle prior attainment | 59.4 |
Number of pupils with middle prior attainment included in Progress 8 measure | 91 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 1.28 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.99 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.58 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 1.28 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.99 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.58 |
Average Attainment 8 score per pupil with high prior attainment | 72.8 |
Number of pupils with high prior attainment included in Progress 8 measure | 63 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.64 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.29 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.99 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.64 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.29 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1 |
Average Attainment 8 score per pupil for whom English is an additional language | 72.6 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 14 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 14.7 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 22.6 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 21.3 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 21.3 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 17 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 1.78 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 1.11 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.45 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.78 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 1.09 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.47 |
Average Attainment 8 score per girl | 63.9 |
Average Attainment 8 score per girl for English element | 13.9 |
Average Attainment 8 score per girl for mathematics element | 12.2 |
Average Attainment 8 score per girl for EBacc element | 17.2 |
Average Attainment 8 score per girl for open element | 20.6 |
Average Attainment 8 score per girl - GCSE only | 20.1 |
Average Attainment 8 score per girl - non-GCSE only | 0.5 |
Number of girls included in Progress 8 measure | 93 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 1.02 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.73 |
Adjusted Progress 8 upper 95% confidence interval - girls | 1.31 |
Unadjusted Progress 8 measure - girls | 1.02 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.73 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 1.31 |
Average Attainment 8 score per boy | 57.9 |
Average Attainment 8 score per boy for English element | 11.8 |
Average Attainment 8 score per boy for mathematics element | 12 |
Average Attainment 8 score per boy for EBacc element | 16.3 |
Average Attainment 8 score per boy for open element | 17.7 |
Average Attainment 8 score per boy - GCSE only | 17.4 |
Average Attainment 8 score per boy - non-GCSE only | 0.3 |
Number of boys included in Progress 8 measure | 75 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.91 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.59 |
Adjusted Progress 8 upper 95% confidence interval - boys | 1.23 |
Unadjusted Progress 8 measure - boys | 0.91 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.58 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 1.24 |
Average Attainment 8 score per non-mobile pupil | 61.1 |
Average Attainment 8 score per non-mobile pupil for English element | 12.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 12.1 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 16.8 |
Average Attainment 8 score per non-mobile pupil for open element | 19.3 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 18.9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.4 |
Number of non-mobile pupils included in Progress 8 measure | 168 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.97 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.76 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.18 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.97 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.75 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.19 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
EBacc entered % by low prior attainment | 14.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 7.10% |
EBacc achieved % by low prior attainment - with 9-5 passes | 7.10% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 17 |
EBacc entered % by middle prior attainment | 18.70% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 16.50% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 13.20% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 14 |
EBacc entered % by high prior attainment | 22.20% |
EBacc achieved % by high prior attainment - with 9-4 passes | 22.20% |
EBacc achieved % by high prior attainment - with 9-5 passes | 20.60% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 20.20% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
% 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 | 18.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 16.20% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.4 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.97 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.47 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.34 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.76 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.69 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.11 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.5 |
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 | 2.6 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.34 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 2.06 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 1.35 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.67 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.99 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.53 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.23 |
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 | 1.26 |
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 | 0.83 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.11 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.89 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.11 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 2.23 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.15 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.68 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.54 |
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 | 2.57 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.55 |
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 | 3.3 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.9 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 2.1 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.59 |
% of boys with entries in all English Baccalaureate subject areas | 18.10% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 14.50% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 12.00% |
% of girls with entries in all English Baccalaureate subject areas | 20.20% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 20.20% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 18.20% |
% 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 | 17.60% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 15.40% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 33.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 27.80% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 27.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 89.00% |
% of pupils achieving any qualifications | 98.40% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 77.80% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 90.80% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 35.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 87 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 95.60% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 63 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 83.10% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 96.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 100.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 90.10% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 66.70% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 80.90% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 21.40% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 73 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 80.20% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 61 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 96.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 72.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 86.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 88.90% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 80.20% |
% of pupils entering more than one language | 5.50% |
% of pupils entering biology, chemistry and physics | 23.60% |
Average number of KS4 entries per pupil | 7.9 |
Average number of KS4 entries per pupil with low prior attainment | 6.4 |
Average number of KS4 entries per pupil with middle prior attainment | 8.1 |
Average number of KS4 entries per pupil with high prior attainment | 8.3 |
Average number of KS4 entries per disadvantaged pupil | 7 |
Average number of KS4 entries per non-disadvantaged pupil | 8 |
Average number of GCSE entries per pupil | 7.8 |
Average number of GCSE entries per pupil with low prior attainment | 5.9 |
Average number of GCSE entries per pupil with middle prior attainment | 8 |
Average number of GCSE entries per pupil with high prior attainment | 8.3 |
Average number of GCSE entries per disadvantaged pupil | 6.8 |
Average number of GCSE entries per non-disadvantaged pupil | 7.9 |
Total volume of entries without discounting | 1450 |
Total volume of covid-impacted entries without discounting | 1 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Well above average |
Number of pupils completing key stage 4 in 2020/21 | 208 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 197 |
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) | 183 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 149 |
Sixth form college (number of pupils) | 6 |
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) | 2 |
Activity not captured (number of pupils) | 7 |
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) | 94% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 76% |
Sixth form college (percentage) | 3% |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 1% |
Activity not captured (percentage) | 4% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 13 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 11 |
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 | 195 |
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) | 186 |
Number of pupils completing key stage 4 in 2019/20 | 185 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 14 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 171 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of pupils completing key stage 4 in 2018/19 | 183 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 18 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
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) | 99% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 8 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | 1 |
Cohort size | 162 |
Progressed | 91% |
Apprenticeships | 2% |
Higher Education | 88% |
Top third | 64% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 152 |
Progressed for academic/applied general cohort | 91% |
Progression score for academic/applied general cohort | 7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
Cohort size for TLEV cohort | 10 |
Progressed for TLEV cohort | 80% |
Score for TLEV cohort | 27 |
Upper confidence limit on the progression score for the TLEV cohort | 57 |
Lower confidence limit on the progression score for the TLEV cohort | -3 |
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 | 100% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 159 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 134 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 111 |
Further education (level 3 and below) (All levels of study) (number of students) | 4 |
Higher education (level 4 and above) (All levels of study) (number of students) | 103 |
Other education destinations (All levels of study) (number of students) | 4 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 19 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 13 |
Activity not captured in data (All levels of study) (number of students) | 12 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 84% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 70% |
Further education (level 3 and below) (All levels of study) (percentage) | 3% |
Higher education (level 4 and above) (All levels of study) (percentage) | 65% |
Other education destinations (All levels of study) (percentage) | 3% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 12% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 8% |
Activity not captured in data (All levels of study) (percentage) | 8% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 8 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 7 |
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) | 7 |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
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) | 1 |
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) | 80% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 70% |
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) | 70% |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 10% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 10% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 10% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 149 |
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) | 126 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 4 |
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) | 104 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 4 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 96 |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 4 |
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) | 18 |
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) | 12 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 11 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 85% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 70% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 64% |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 12% |
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) | 8% |
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) | 157 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 132 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 109 |
Further education (level 3 and below) (Level 3) (number of students) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) | 103 |
Other education destinations (Level 3) (number of students) | 4 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 19 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 13 |
Activity not captured in data (Level 3) (number of students) | 12 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 84% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 69% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 66% |
Other education destinations (Level 3) (percentage) | 3% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 12% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 8% |
Activity not captured in data (Level 3) (percentage) | 8% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 8 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 7 |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 7 |
Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 80% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 70% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 70% |
Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 10% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 10% |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 10% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 147 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 124 |
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) | 102 |
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) | 96 |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 4 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 18 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 12 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 11 |
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) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 69% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 65% |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 3% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 12% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 8% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 8 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | 1 |
Cohort size | 162 |
Progressed | 91% |
Apprenticeships | 2% |
Higher Education | 88% |
Top third | 64% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 152 |
Progressed for academic/applied general cohort | 91% |
Progression score for academic/applied general cohort | 7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
Cohort size for TLEV cohort | 10 |
Progressed for TLEV cohort | 80% |
Score for TLEV cohort | 27 |
Upper confidence limit on the progression score for the TLEV cohort | 57 |
Lower confidence limit on the progression score for the TLEV cohort | -3 |
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 | 100% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |