Dixons Allerton Academy
All-through Academy school in Bradford BD8 0DH
All-through Academy school in Bradford BD8 0DH
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1864 |
| Number of girls on roll | 872 |
| Number of boys on roll | 992 |
| Percentage of girls on roll | 46.8 |
| Percentage of boys on roll | 53.2 |
| Number of eligible pupils with an EHC plan | 38 |
| Percentage of eligible pupils with an EHC plan | 2 |
| Number of eligible pupils with SEN support | 241 |
| Percentage of eligible pupils with SEN support | 12.9 |
| No. pupils where English not first language | 648 |
| No. pupils with English first language | 1171 |
| No. pupils where first language is unclassified | 45 |
| % pupils where English not first language | 34.8 |
| % pupils with English first language | 62.8 |
| No. pupils eligible for free school meals | 589 |
| Number of pupils eligible for FSM at any time during the past 6 years | 563 |
| Total pupils for FSMEver | 1646 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 34.2 |
| Alphabetic index | 7390 |
|---|---|
| School address (1) | Rhodesway |
| School town | Bradford |
| School postcode | BD8 0DH |
| School telephone number | 1274089890 |
| School parliamentary constituency code | E14001120 |
| School parliamentary constituency name | Bradford West |
| Converter academy: URN | 0 |
| Religious denomination | Does not apply |
| Age range | 3-19 |
| School published in secondary school (key stage 4) performance tables | 0 |
| School published in school and college (key stage 5) performance tables | 0 |
| Total number of pupils (including part-time pupils) | 1864 |
| Number of pupils aged 11 | 61 |
| Published eligible pupil number | 60 |
| Eligible boys on school roll at time of tests | 31 |
| Eligible girls on school roll at time of tests | 29 |
| Percentage of eligible boys on school roll at time of tests | 52% |
| Percentage of eligible girls on school roll at time of tests | 48% |
| 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) | 22 |
| Percentage of key stage 2 disadvantaged pupils | 37% |
| Number of key stage 2 pupils who are not disadvantaged | 38 |
| Percentage of key stage 2 pupils who are not disadvantaged | 63% |
| Number of eligible pupils with English as additional language (EAL) | 17 |
| Percentage of eligible pupils with English as additional language (EAL) | 28% |
| Number of eligible pupils classified as non-mobile | 60 |
| Percentage of eligible pupils classified as non-mobile | 100% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 52% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 8% |
| Percentage of pupils reaching the expected standard in reading | 55% |
| Percentage of pupils achieving a high score in reading | 25% |
| Percentage of pupils absent from or not able to access the test in reading | 0% |
| Average scaled score in reading | 102 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 63% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 27% |
| Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 0% |
| Average scaled score in grammar, punctuation and spelling | 103 |
| Percentage of pupils reaching the expected standard in maths | 67% |
| Percentage of pupils achieving a high score in maths | 18% |
| Percentage of pupils absent from or not able to access the test in maths | 0% |
| Average scaled score in maths | 103 |
| Percentage of pupils reaching the expected standard in writing | 70% |
| Percentage of pupils working at greater depth within the expected standard in writing | 15% |
| Percentage of pupils working towards the expected standard in writing | 27% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 78% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 45% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 59% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 50% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 53% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -17 |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 59% |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 52% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 10% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 7% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 5% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 11% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -5 |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 6% |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 8% |
| Average scaled score in reading for boys | 101 |
| Average scaled score in reading for girls | 104 |
| Average scaled score in reading for disadvantaged pupils | 102 |
| Average scaled score in reading for non-disadvantaged pupils | 102 |
| Average scaled score in reading for EAL pupils | 102 |
| Average scaled score in reading for MOBN pupils | 102 |
| Average scaled score in maths for boys | 103 |
| Average scaled score in maths for girls | 103 |
| Average scaled score in maths for disadvantaged pupils | 101 |
| Average scaled score in maths for non-disadvantaged pupils | 104 |
| Average scaled score in maths for EAL pupils | 102 |
| Average scaled score in maths for MOBN pupils | 103 |
| Average scaled score in GPS for boys | 101 |
| Average scaled score in GPS for girls | 105 |
| Average scaled score in GPS for disadvantaged pupils | 102 |
| Average scaled score in GPS for non-disadvantaged pupils | 104 |
| Average scaled score in GPS for EAL pupils | 103 |
| Average scaled score in GPS for MOBN pupils | 103 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | 59% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | 53% |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 64% |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 63% |
| Percentage of disadvantaged pupils reaching the expected standard in maths | 59% |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | 71% |
| Percentage of disadvantaged pupils reaching the expected standard in writing | 59% |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | 76% |
| Percentage of disadvantaged pupils achieving a high score in reading | 14% |
| Percentage of non-disadvantaged pupils achieving a high score in reading | 32% |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 14% |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 34% |
| Percentage of disadvantaged pupils achieving a high score in maths | 9% |
| Percentage of non-disadvantaged pupils achieving a high score in maths | 24% |
| Percentage of disadvantaged pupils working at greater depth in writing | 9% |
| Percentage of non-disadvantaged pupils working at greater depth in writing | 18% |
| Number of eligible pupils with English as first language | 42 |
| Percentage of eligible pupils with English as first language | 70% |
| Number of eligible pupils with unclassified language | 1 |
| Percentage of eligible pupils with unclassified language | 2% |
| Number of eligible pupils with EHC plan | 2 |
| Percentage of eligible pupils with EHC plan | 3% |
| Number of eligible pupils with SEN support | 8 |
| Percentage of eligible pupils with SEN support | 13% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 10 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 17% |
| Number of eligible pupils 2023 | 60 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 28% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 72% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 52% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 47% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 53% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
| Reading progress measure - one year prior | -3.6 |
| Reading progress measure - lower confidence limit - one year prior | -5.2 |
| Reading progress measure - upper confidence limit - one year prior | -2 |
| Writing progress measure - one year prior | -2.8 |
| Writing progress measure - lower confidence limit - one year prior | -4.4 |
| Writing progress measure - upper confidence limit - one year prior | -1.3 |
| Maths progress measure - one year prior | -0.7 |
| Maths progress measure - lower confidence limit - one year prior | -2.2 |
| Maths progress measure - upper confidence limit - one year prior | 0.8 |
| Average scaled score in reading - one year prior | 103 |
| Average scaled score in maths - one year prior | 105 |
| School address (1) | Rhodesway |
|---|---|
| School town | Bradford |
| School postcode | BD8 0DH |
| School telephone number | 01274089890 |
| School parliamentary constituency code | E14001120 |
| School parliamentary constituency name | Bradford West |
| Religious denomination | Does not apply |
| Age range | 3-19 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 1864 |
| Total boys on roll (including part-time pupils) | 992 |
| Total girls on roll (including part-time pupils) | 872 |
| Number of pupils at the end of key stage 4 | 242 |
| Number of boys at the end of key stage 4 | 140 |
| % of pupils at the end of key stage 4 who are boys | 57.90% |
| Number of girls at the end of key stage 4 | 102 |
| % of pupils at the end key stage 4 who are girls | 42.10% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 48 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 20.30% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 140 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 59.10% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 49 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 20.70% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 91 |
| Percentage of key stage 2 disadvantaged pupils | 37.60% |
| Number of key stage 2 pupils who are not disadvantaged | 151 |
| Percentage of key stage 2 pupils who are not disadvantaged | 62.40% |
| Number of eligible pupils with English as additional language (EAL) | 70 |
| Percentage of eligible pupils with English as additional language (EAL) | 28.90% |
| Number of eligible pupils with English as first language | 170 |
| Percentage of eligible pupils with English as first language | 70.20% |
| Number of eligible pupils with unclassified language | 2 |
| Percentage of eligible pupils with unclassified language | 0.80% |
| Number of pupils at the end of key stage 4 who are non-mobile | 230 |
| % of pupils at the end of key stage 4 who are non-mobile | 95.00% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.70% |
| 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 | 39 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 16.10% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 35 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.50% |
| Total sum of Attainment 8 scores | 10497.8 |
| Average Attainment 8 score per pupil | 43.4 |
| Total sum of Attainment 8 scores for English element | 2348 |
| Average Attainment 8 score per pupil for English element | 9.7 |
| Total sum of Attainment 8 scores for mathematics element | 2148 |
| Average Attainment 8 score per pupil for mathematics element | 8.9 |
| Total sum of Attainment 8 scores for EBacc element | 2981 |
| Average Attainment 8 score per pupil for EBacc element | 12.3 |
| Total sum of Attainment 8 scores for open element | 3020.8 |
| Average Attainment 8 score per pupil for open element | 12.5 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2247.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 9.3 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 773.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 3.2 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
| Number of pupils included in Progress 8 measure | 237 |
| Number of pupils who have had P8 score adjusted in average | 3 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 98% |
| Progress 8 measure after adjustment for extreme scores | -0.21 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.39 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.03 |
| Progress 8 measure based on unadjusted pupil scores | -0.23 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.41 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.04 |
| Progress 8 measure for English element | -0.08 |
| Lower 95% confidence interval for Progress 8 English element | -0.28 |
| Upper 95% confidence interval for Progress 8 English element | 0.13 |
| Progress 8 measure for mathematics element | -0.06 |
| Lower 95% confidence interval for Progress 8 maths element | -0.25 |
| Upper 95% confidence interval for Progress 8 maths element | 0.13 |
| Progress 8 measure for EBacc element | -0.32 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.52 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.11 |
| Progress 8 measure for open element | -0.35 |
| Lower 95% confidence interval for Progress 8 open element | -0.55 |
| Upper 95% confidence interval for Progress 8 open element | -0.14 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 63.20% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 44.20% |
| Total EBacc APS score per pupil | 961.71 |
| Average EBacc APS score per pupil | 3.97 |
| Average EBacc APS score per disadvantaged pupil | 3.65 |
| Average EBacc APS score per non-disadvantaged pupil | 4.17 |
| Average EBacc APS score per pupil with low prior attainment | 2.21 |
| Average EBacc APS score per pupil with middle prior attainment | 3.99 |
| Average EBacc APS score per pupil with high prior attainment | 5.72 |
| Average EBacc APS score per pupil for whom English is an additional language | 3.95 |
| Average EBacc APS score per girl | 4.33 |
| Average EBacc APS score per boy | 3.72 |
| Average EBacc APS score per non-mobile pupil | 4.04 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 172 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 71.10% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 26.40% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 13.60% |
| Number of pupils entering the English Baccalaureate English subject area | 234 |
| % of pupils entering the English Baccalaureate English subject area | 96.70% |
| Number of pupils entering the English Baccalaureate Maths subject area | 238 |
| % of pupils entering the English Baccalaureate Maths subject area | 98.30% |
| Number of pupils entering the English Baccalaureate Science subject area | 235 |
| % of pupils entering the English Baccalaureate Science subject area | 97.10% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 226 |
| % of pupils entering the English Baccalaureate Humanities subject area | 93.40% |
| Number of pupils entering the English Baccalaureate Language subject area | 173 |
| % of pupils entering the English Baccalaureate Language subject area | 71.50% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 74.80% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 59.50% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 66.90% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 51.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 63.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 38.30% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 43.80% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 27.90% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 54.90% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 37.60% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 231 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 222 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 169 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 98% |
| English Baccalaureate Science Value Added measure | -0.18 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.37 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.01 |
| EBacc Humanities VA measure | -1.02 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -1.25 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.78 |
| English Baccalaureate Languages Value Added measure | -0.61 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.9 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -0.31 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 181 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 144 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 162 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 124 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 150 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 90 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 99 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 63 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 95 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 65 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 164 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 67.80% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 232 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 95.90% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 233 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.30% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 231 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.30% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 213 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 94.20% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 171 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.80% |
| Average Attainment 8 score per disadvantaged pupil | 40.1 |
| Number of disadvantaged pupils in Progress 8 measure | 87 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.18 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.48 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.11 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.18 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.49 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.12 |
| Average Attainment 8 score per non-disadvantaged pupil | 45.4 |
| Number of non-disadvantaged pupils in Progress 8 measure | 150 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.23 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.46 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.25 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.48 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.02 |
| Average Attainment 8 score per disadvantaged pupil for English element | 8.9 |
| Progress 8 measure for English element - disadvantaged pupils | -0.1 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.44 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.24 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.1 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.02 |
| 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 | 0.29 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.4 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.24 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.59 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.1 |
| Average Attainment 8 score per disadvantaged pupil for open element | 11.6 |
| Progress 8 measure for open element - disadvantaged pupils | -0.29 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.63 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.05 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 10.2 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.06 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.32 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.2 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.3 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.08 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.32 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.15 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.9 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.36 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.62 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.38 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.64 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.12 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.4 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 3.2 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 9.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.2 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -9.9 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.34 |
| Average Attainment 8 score per pupil with low prior attainment | 26.4 |
| Number of pupils with low prior attainment included in Progress 8 measure | 48 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.02 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.38 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.42 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.02 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.39 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.43 |
| Average Attainment 8 score per pupil with middle prior attainment | 43.7 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 140 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.21 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.45 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.02 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.23 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.47 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.01 |
| Average Attainment 8 score per pupil with high prior attainment | 59.8 |
| Number of pupils with high prior attainment included in Progress 8 measure | 49 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.44 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.84 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.04 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.46 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.86 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.05 |
| Average Attainment 8 score per pupil for whom English is an additional language | 43.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 12.5 |
| 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 | 9.3 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 3.3 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 69 |
| 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 | -0.16 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.49 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.18 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | -0.16 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.5 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.18 |
| Average Attainment 8 score per girl | 47.5 |
| Average Attainment 8 score per girl for English element | 11 |
| Average Attainment 8 score per girl for mathematics element | 9 |
| Average Attainment 8 score per girl for EBacc element | 13.2 |
| Average Attainment 8 score per girl for open element | 14.3 |
| Average Attainment 8 score per girl - GCSE only | 11.3 |
| Average Attainment 8 score per girl - non-GCSE only | 3 |
| Number of girls included in Progress 8 measure | 98 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 0.14 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.14 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.42 |
| Unadjusted Progress 8 measure - girls | 0.14 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.14 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.43 |
| Average Attainment 8 score per boy | 40.4 |
| Average Attainment 8 score per boy for English element | 8.8 |
| Average Attainment 8 score per boy for mathematics element | 8.8 |
| Average Attainment 8 score per boy for EBacc element | 11.7 |
| Average Attainment 8 score per boy for open element | 11.2 |
| Average Attainment 8 score per boy - GCSE only | 7.8 |
| Average Attainment 8 score per boy - non-GCSE only | 3.3 |
| Number of boys included in Progress 8 measure | 139 |
| Number of boys in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - boys | -0.47 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.7 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.23 |
| Unadjusted Progress 8 measure - boys | -0.49 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.73 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.25 |
| Average Attainment 8 score per non-mobile pupil | 44.1 |
| Average Attainment 8 score per non-mobile pupil for English element | 9.9 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 9 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 12.5 |
| Average Attainment 8 score per non-mobile pupil for open element | 12.7 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 9.5 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.2 |
| Number of non-mobile pupils included in Progress 8 measure | 227 |
| Number of non-mobile pupils in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.15 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.33 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.04 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.16 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.35 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.03 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 18 |
| EBacc entered % by low prior attainment | 37.50% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 107 |
| EBacc entered % by middle prior attainment | 76.40% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 23.60% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 9.30% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 43 |
| EBacc entered % by high prior attainment | 87.80% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 61.20% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 40.80% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 64.80% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 74.80% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 23.10% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 9.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 28.50% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 15.90% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.06 |
| 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 | -0.4 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.22 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.16 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.86 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.2 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.94 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.06 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.01 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.67 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.71 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.49 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.66 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.09 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.53 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.08 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.4 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.36 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.48 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.1 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.39 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.01 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.81 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.55 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.34 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.77 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.35 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.31 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.41 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.7 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.3 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.68 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.71 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.02 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.01 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.3 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.02 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.92 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.89 |
| 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 | -1.04 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.13 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.29 |
| % of boys with entries in all English Baccalaureate subject areas | 67.10% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 21.40% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 9.30% |
| % of girls with entries in all English Baccalaureate subject areas | 76.50% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 33.30% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 19.60% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 73.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 27.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 14.30% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 70.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 31.40% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 14.30% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 55.80% |
| % of pupils achieving any qualifications | 98.30% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 53.80% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 68.90% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 14.60% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 99 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 70.70% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 45 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 91.80% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 57.10% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 71.60% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 54.30% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 64.30% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 36.30% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 49.00% |
| 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 | 6.30% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 62 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 44.30% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 40 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 81.60% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 37.10% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 53.90% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 38.60% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 44.80% |
| % of pupils entering more than one language | 1.20% |
| % of pupils entering biology, chemistry and physics | 0.00% |
| Average number of KS4 entries per pupil | 8.2 |
| Average number of KS4 entries per pupil with low prior attainment | 7.8 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.3 |
| Average number of KS4 entries per pupil with high prior attainment | 8.3 |
| Average number of KS4 entries per disadvantaged pupil | 8 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.3 |
| Average number of GCSE entries per pupil | 6.8 |
| Average number of GCSE entries per pupil with low prior attainment | 6.3 |
| Average number of GCSE entries per pupil with middle prior attainment | 6.9 |
| Average number of GCSE entries per pupil with high prior attainment | 7.1 |
| Average number of GCSE entries per disadvantaged pupil | 6.6 |
| Average number of GCSE entries per non-disadvantaged pupil | 6.9 |
| Total volume of entries without discounting | 1996 |
| 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 | 245 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 229 |
| 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) | 151 |
| Further education (number of pupils) | 46 |
| School sixth form (number of pupils) | 96 |
| 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) | SUPP |
| Activity not captured (number of pupils) | SUPP |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
| 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) | 29% |
| School sixth form (percentage) | 60% |
| 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) | SUPP |
| Activity not captured (percentage) | SUPP |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 84 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 75 |
| Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 161 |
| Pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) staying in education or employment for at least two terms after key stage 4 (number of pupils) | 154 |
| Number of pupils completing key stage 4 in 2019/20 | 242 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 94 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 148 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 91% |
| Number of pupils completing key stage 4 in 2018/19 | 247 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 89% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 99 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 84% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 148 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 20 |
| Upper confidence limit on the progression score for the total cohort | 28 |
| Lower confidence limit on the progression score for the total cohort | 11 |
| Cohort size | 92 |
| Progressed | 90% |
| Apprenticeships | 0% |
| Higher Education | 86% |
| Top third | 12% |
| Higher technical | 4% |
| Cohort size for academic/applied general cohort | 92 |
| Progressed for academic/applied general cohort | 90% |
| Progression score for academic/applied general cohort | 20 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 28 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 11 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| 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 | 89% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 89% |
| Top third for disadvantaged students | 14% |
| 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) | 141 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 111 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 6 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 92 |
| Further education (level 3 and below) (All levels of study) (number of students) | 6 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 85 |
| 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) | 13 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 23 |
| Activity not captured in data (All levels of study) (number of students) | 7 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 79% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 4% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 65% |
| Further education (level 3 and below) (All levels of study) (percentage) | 4% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 60% |
| Other education destinations (All levels of study) (percentage) | 1% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 16% |
| Activity not captured in data (All levels of study) (percentage) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 46 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 32 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 70% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 2% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 95 |
| 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) | 79 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 5 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 83% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 5% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 139 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 110 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 5 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 92 |
| Further education (level 3 and below) (Level 3) (number of students) | 6 |
| Higher education (level 4 and above) (Level 3) (number of students) | 85 |
| 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) | 13 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 22 |
| Activity not captured in data (Level 3) (number of students) | 7 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 79% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 4% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 66% |
| Further education (level 3 and below) (Level 3) (percentage) | 4% |
| Higher education (level 4 and above) (Level 3) (percentage) | 61% |
| Other education destinations (Level 3) (percentage) | 1% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 16% |
| Activity not captured in data (Level 3) (percentage) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 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) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 20 |
| Upper confidence limit on the progression score for the total cohort | 28 |
| Lower confidence limit on the progression score for the total cohort | 11 |
| Cohort size | 92 |
| Progressed | 90% |
| Apprenticeships | 0% |
| Higher Education | 86% |
| Top third | 12% |
| Higher technical | 4% |
| Cohort size for academic/applied general cohort | 92 |
| Progressed for academic/applied general cohort | 90% |
| Progression score for academic/applied general cohort | 20 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 28 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 11 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| 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 | 89% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 89% |
| Top third for disadvantaged students | 14% |
| Higher technical for disadvantaged students | 0% |