School Data

Oasis Academy Hadley

All-through Academy school in Enfield EN3 4PX

School Census

For the 2023/2024 academic year

Type of school State-funded secondary
Total number of pupils on roll 1528
Number of girls on roll 766
Number of boys on roll 762
Percentage of girls on roll 50.1
Percentage of boys on roll 49.9
Number of eligible pupils with an EHC plan 39
Percentage of eligible pupils with an EHC plan 2.6
Number of eligible pupils with SEN support 228
Percentage of eligible pupils with SEN support 14.9
No. pupils where English not first language 1131
No. pupils with English first language 390
No. pupils where first language is unclassified 7
% pupils where English not first language 74
% pupils with English first language 25.5
No. pupils eligible for free school meals 751
Number of pupils eligible for FSM at any time during the past 6 years 687
Total pupils for FSMEver 1260
Percentage of pupils eligible for FSM at any time during the past 6 years 54.5
Alphabetic index 18930
School address (1) 143 South Street
School town Enfield
School postcode EN3 4PX
School telephone number 2088046946
School parliamentary constituency code E14001225
School parliamentary constituency name Enfield North
Converter academy: URN 0
Religious denomination Does not apply
Age range 2-18
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) 1528
Number of pupils aged 11 60
Published eligible pupil number 57
Eligible boys on school roll at time of tests 28
Eligible girls on school roll at time of tests 29
Percentage of eligible boys on school roll at time of tests 49%
Percentage of eligible girls on school roll at time of tests 51%
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) 30
Percentage of key stage 2 disadvantaged pupils 53%
Number of key stage 2 pupils who are not disadvantaged 27
Percentage of key stage 2 pupils who are not disadvantaged 47%
Number of eligible pupils with English as additional language (EAL) 45
Percentage of eligible pupils with English as additional language (EAL) 79%
Number of eligible pupils classified as non-mobile 52
Percentage of eligible pupils classified as non-mobile 91%
Percentage of pupils reaching the expected standard in reading, writing and maths 70%
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing 7%
Percentage of pupils reaching the expected standard in reading 81%
Percentage of pupils achieving a high score in reading 23%
Percentage of pupils absent from or not able to access the test in reading 0%
Average scaled score in reading 105
Percentage of pupils reaching the expected standard in grammar, punctuation and spelling 75%
Percentage of pupils achieving a high score in grammar, punctuation and spelling 42%
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 106
Percentage of pupils reaching the expected standard in maths 81%
Percentage of pupils achieving a high score in maths 21%
Percentage of pupils absent from or not able to access the test in maths 0%
Average scaled score in maths 105
Percentage of pupils reaching the expected standard in writing 75%
Percentage of pupils working at greater depth within the expected standard in writing 9%
Percentage of pupils working towards the expected standard in writing 9%
Percentage of pupils absent or disapplied in writing TA 0%
Percentage of pupils reaching the expected standard in science TA 74%
Percentage of pupils absent or disapplied in science TA 0%
Percentage of boys reaching the expected standard in reading, writing and maths 64%
Percentage of girls reaching the expected standard in reading, writing and maths 76%
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths 67%
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths 74%
Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths 0
Percentage of EAL pupils reaching the expected standard in reading, writing and maths 71%
Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths 67%
Percentage of boys achieving a high score in reading and maths and working at greater depth in writing 11%
Percentage of girls reaching the HIGHected standard in reading, writing and maths 3%
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing 3%
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 -7
Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing 7%
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 105
Average scaled score in reading for girls 106
Average scaled score in reading for disadvantaged pupils 104
Average scaled score in reading for non-disadvantaged pupils 107
Average scaled score in reading for EAL pupils 105
Average scaled score in reading for MOBN pupils 105
Average scaled score in maths for boys 104
Average scaled score in maths for girls 107
Average scaled score in maths for disadvantaged pupils 104
Average scaled score in maths for non-disadvantaged pupils 107
Average scaled score in maths for EAL pupils 105
Average scaled score in maths for MOBN pupils 105
Average scaled score in GPS for boys 105
Average scaled score in GPS for girls 108
Average scaled score in GPS for disadvantaged pupils 105
Average scaled score in GPS for non-disadvantaged pupils 108
Average scaled score in GPS for EAL pupils 106
Average scaled score in GPS for MOBN pupils 106
Percentage of disadvantaged pupils reaching the expected standard in reading 77%
Percentage of non-disadvantaged pupils reaching the expected standard in reading 85%
Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling 73%
Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling 78%
Percentage of disadvantaged pupils reaching the expected standard in maths 77%
Percentage of non-disadvantaged pupils reaching the expected standard in maths 85%
Percentage of disadvantaged pupils reaching the expected standard in writing 77%
Percentage of non-disadvantaged pupils reaching the expected standard in writing 74%
Percentage of disadvantaged pupils achieving a high score in reading 13%
Percentage of non-disadvantaged pupils achieving a high score in reading 33%
Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling 30%
Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling 56%
Percentage of disadvantaged pupils achieving a high score in maths 13%
Percentage of non-disadvantaged pupils achieving a high score in maths 30%
Percentage of disadvantaged pupils working at greater depth in writing 3%
Percentage of non-disadvantaged pupils working at greater depth in writing 15%
Number of eligible pupils with English as first language 12
Percentage of eligible pupils with English as first language 21%
Number of eligible pupils with unclassified language 0
Percentage of eligible pupils with unclassified language 0%
Number of eligible pupils with EHC plan 0
Percentage of eligible pupils with EHC plan 0%
Number of eligible pupils with SEN support 9
Percentage of eligible pupils with SEN support 16%
Number of eligible pupils with SEN (EHC plan or SEN support) 9
Percentage of eligible pupils with SEN (EHC plan or SEN support) 16%
Number of eligible pupils 2023 57
Percentage of key stage 2 disadvantaged pupils one year prior 56%
Percentage of key stage 2 pupils who are not disadvantaged one year prior 44%
Percentage of pupils reaching the expected standard in reading, writing and maths one year prior 58%
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior 2%
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior 56%
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 60%
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior 4%
Reading progress measure - one year prior -1.4
Reading progress measure - lower confidence limit - one year prior -3.1
Reading progress measure - upper confidence limit - one year prior 0.3
Writing progress measure - one year prior -2.3
Writing progress measure - lower confidence limit - one year prior -4
Writing progress measure - upper confidence limit - one year prior -0.6
Maths progress measure - one year prior -0.3
Maths progress measure - lower confidence limit - one year prior -1.9
Maths progress measure - upper confidence limit - one year prior 1.4
Average scaled score in reading - one year prior 103
Average scaled score in maths - one year prior 103
School address (1) 143 South Street
School town Enfield
School postcode EN3 4PX
School telephone number 02088046946
School parliamentary constituency code E14001225
School parliamentary constituency name Enfield North
Religious denomination Does not apply
Age range 2-18
Contingency flag - school results 'significantly affected'. This field is zero for all schools. 0
School admissions policy (self-declared by schools on Get Information About Schools) NSE
School admissions policy - new definition from 2019 OTHER NON SEL
School gender of entry MIXED
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) 0
Total number of pupils (including part-time pupils) 1528
Total boys on roll (including part-time pupils) 762
Total girls on roll (including part-time pupils) 766
Number of pupils at the end of key stage 4 169
Number of boys at the end of key stage 4 77
% of pupils at the end of key stage 4 who are boys 45.60%
Number of girls at the end of key stage 4 92
% 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) 101.5
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 46
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 28.90%
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 89
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 56.00%
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 24
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 15.10%
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) 90
Percentage of key stage 2 disadvantaged pupils 53.30%
Number of key stage 2 pupils who are not disadvantaged 79
Percentage of key stage 2 pupils who are not disadvantaged 46.70%
Number of eligible pupils with English as additional language (EAL) 135
Percentage of eligible pupils with English as additional language (EAL) 79.90%
Number of eligible pupils with English as first language 34
Percentage of eligible pupils with English as first language 20.10%
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 160
% of pupils at the end of key stage 4 who are non-mobile 94.70%
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan 9
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan 5.30%
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 36
% 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 21.30%
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan 27
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan 16.00%
Total sum of Attainment 8 scores 7460.3
Average Attainment 8 score per pupil 44.1
Total sum of Attainment 8 scores for English element 1804
Average Attainment 8 score per pupil for English element 10.7
Total sum of Attainment 8 scores for mathematics element 1452
Average Attainment 8 score per pupil for mathematics element 8.6
Total sum of Attainment 8 scores for EBacc element 2307
Average Attainment 8 score per pupil for EBacc element 13.7
Total sum of Attainment 8 scores for open element 1897.3
Average Attainment 8 score per pupil for open element 11.2
Total sum of Attainment 8 scores for open element - GCSE only 1659.5
Average Attainment 8 score per pupil for open element - GCSE only 9.8
Total sum of Attainment 8 scores for open element - non-GCSE only 237.8
Average Attainment 8 score per pupil for open element - non-GCSE only 1.4
Average number of EBacc slots filled in Attainment 8 per pupil 2.8
Average number of Open slots filled in Attainment 8 per pupil 2.7
Number of pupils included in Progress 8 measure 159
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 94%
Progress 8 measure after adjustment for extreme scores 0.25
Progress 8 lower 95% confidence interval for adjusted average 0.03
Progress 8 upper 95% confidence interval for adjusted average 0.47
Progress 8 measure based on unadjusted pupil scores 0.25
Progress 8 lower 95% confidence interval for unadjusted average 0.02
Progress 8 upper 95% confidence interval for unadjusted average 0.47
Progress 8 measure for English element 0.82
Lower 95% confidence interval for Progress 8 English element 0.57
Upper 95% confidence interval for Progress 8 English element 1.07
Progress 8 measure for mathematics element 0.22
Lower 95% confidence interval for Progress 8 maths element -0.01
Upper 95% confidence interval for Progress 8 maths element 0.45
Progress 8 measure for EBacc element 0.52
Lower 95% confidence interval for Progress 8 EBacc element 0.27
Upper 95% confidence interval for Progress 8 EBacc element 0.78
Progress 8 measure for open element -0.39
Lower 95% confidence interval for Progress 8 open element -0.64
Upper 95% confidence interval for Progress 8 open element -0.14
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs 60.40%
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs 37.90%
Total EBacc APS score per pupil 736.16
Average EBacc APS score per pupil 4.36
Average EBacc APS score per disadvantaged pupil 4.08
Average EBacc APS score per non-disadvantaged pupil 4.67
Average EBacc APS score per pupil with low prior attainment 2.57
Average EBacc APS score per pupil with middle prior attainment 4.72
Average EBacc APS score per pupil with high prior attainment 6.6
Average EBacc APS score per pupil for whom English is an additional language 4.42
Average EBacc APS score per girl 4.76
Average EBacc APS score per boy 3.87
Average EBacc APS score per non-mobile pupil 4.45
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas 155
% of key stage 4 pupils with entries in all English Baccalaureate subject areas 91.70%
% of pupils achieving the English Baccalaureate with 9-4 passes 34.90%
% of pupils achieving the English Baccalaureate with 9-5 passes 24.90%
Number of pupils entering the English Baccalaureate English subject area 168
% of pupils entering the English Baccalaureate English subject area 99.40%
Number of pupils entering the English Baccalaureate Maths subject area 168
% of pupils entering the English Baccalaureate Maths subject area 99.40%
Number of pupils entering the English Baccalaureate Science subject area 166
% of pupils entering the English Baccalaureate Science subject area 98.20%
Number of pupils entering the English Baccalaureate Humanities subject area 157
% of pupils entering the English Baccalaureate Humanities subject area 92.90%
Number of pupils entering the English Baccalaureate Language subject area 156
% of pupils entering the English Baccalaureate Language subject area 92.30%
% of pupils achieving the EBacc English subject area with a standard 9-4 pass 79.30%
% of pupils achieving the EBacc English subject area with a strong 9-5 pass 71.00%
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass 61.50%
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass 39.60%
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass 54.20%
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass 38.00%
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass 51.60%
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass 40.10%
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass 66.00%
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass 53.80%
Number of pupils included in English Baccalaureate Science Value Added measure 156
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 148
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 147
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages 94%
English Baccalaureate Science Value Added measure 0.07
English Baccalaureate Science Value Added lower 95% confidence limit -0.16
English Baccalaureate Science Value Added upper 95% confidence limit 0.3
EBacc Humanities VA measure -0.11
English Baccalaureate Humanities Value Added lower 95% confidence limit -0.4
English Baccalaureate Humanities Value Added upper 95% confidence limit 0.18
English Baccalaureate Languages Value Added measure 0.54
English Baccalaureate Languages Value Added lower 95% confidence limit 0.22
English Baccalaureate Languages Value Added upper 95% confidence limit 0.86
Number of pupils achieving EBacc English subject area with a standard 9-4 pass 134
Number of pupils achieving EBacc English subject area with a strong 9-5 pass 120
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass 104
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass 67
Number of pupils achieving EBacc Science subject area with a 9-4 pass 90
Number of pupils achieving EBacc Science subject area with a 9-5 pass 63
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 63
Number of pupils achieving EBacc Language subject area with a 9-4 pass 103
Number of pupils achieving EBacc Language subject area with a 9-5 pass 84
Number of pupils achieving the English Baccalaureate at grades 9-1 137
% of pupils achieving the English Baccalaureate at grades 9-1 81.10%
Number of pupils achieving EBacc English subject area at grade 9-1 165
% of pupils achieving the EBacc English subject area at grade 9-1 97.60%
Number of pupils achieving EBacc Maths subject area at grade 9-1 156
% of pupils achieving the EBacc Maths subject area at grade 9-1 92.30%
Number of pupils achieving EBacc Science subject area with grades 9-1 160
% entered pupils achieving the EBacc Science subject area with grades 9-1 96.40%
Number of pupils achieving EBacc Humanities subject area with grades 9-1 151
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 96.20%
Number of pupils achieving EBacc Language subject area with grades 9-1 153
% of entered pupils achieving the EBacc Language subject area with grades 9-1 98.10%
Average Attainment 8 score per disadvantaged pupil 41.5
Number of disadvantaged pupils in Progress 8 measure 84
Number of disadvantaged pupils in Progress 8 measure with adjusted scores 0
Adjusted Progress 8 measure - disadvantaged pupils -0.04
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils -0.34
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils 0.26
Unadjusted Progress 8 measure - disadvantaged pupils -0.04
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils -0.35
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils 0.27
Average Attainment 8 score per non-disadvantaged pupil 47.1
Number of non-disadvantaged pupils in Progress 8 measure 75
Number of non-disadvantaged pupils in progress measure with adjusted scores 0
Adjusted Progress 8 measure - non-disadvantaged pupils 0.57
Progress 8 lower 95% confidence interval - non-disadvantaged pupils 0.25
Progress 8 upper 95% confidence interval - non-disadvantaged pupils 0.89
Unadjusted Progress 8 measure - non-disadvantaged pupils 0.57
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils 0.24
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils 0.89
Average Attainment 8 score per disadvantaged pupil for English element 10.3
Progress 8 measure for English element - disadvantaged pupils 0.59
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils 0.24
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils 0.93
Average Attainment 8 score per disadvantaged pupil for mathematics element 7.9
Progress 8 measure for maths element - disadvantaged pupils -0.14
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils -0.46
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils 0.17
Average Attainment 8 score per disadvantaged pupil for EBacc element 12.8
Progress 8 measure for EBacc element - disadvantaged pupils 0.2
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils -0.15
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils 0.55
Average Attainment 8 score per disadvantaged pupil for open element 10.6
Progress 8 measure for open element - disadvantaged pupils -0.63
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils -0.98
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils -0.29
Average Attainment 8 score per non-disadvantaged pupil for English element 11.1
Progress 8 measure for English element - non-disadvantaged pupils 1.07
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils 0.71
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils 1.44
Average Attainment 8 score per non-disadvantaged pupil for mathematics element 9.4
Progress 8 measure for maths element - non-disadvantaged pupils 0.62
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils 0.28
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils 0.96
Average Attainment 8 score per non-disadvantaged pupil for EBacc element 14.7
Progress 8 measure for EBacc element - non-disadvantaged pupils 0.89
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils 0.52
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils 1.26
Average Attainment 8 score per non-disadvantaged pupil for open element 12
Progress 8 measure for open element - non-disadvantaged pupils -0.12
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils -0.49
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils 0.24
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only 9.2
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only 1.4
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only 10.6
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only 1.4
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally -8.5
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally -0.2
Average Attainment 8 score per pupil with low prior attainment 26.9
Number of pupils with low prior attainment included in Progress 8 measure 46
Number of pupils with low prior attainments in progress measure with adjusted scores 0
Adjusted Progress 8 measure - pupils with low prior attainment 0.2
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment -0.21
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment 0.6
Unadjusted Progress 8 measure - pupils with low prior attainment 0.2
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment -0.22
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment 0.61
Average Attainment 8 score per pupil with middle prior attainment 47.8
Number of pupils with middle prior attainment included in Progress 8 measure 89
Number of pupils with middle prior attainment in progress measure with adjusted scores 0
Adjusted Progress 8 measure - pupils with middle prior attainment 0.31
Progress 8 lower 95% confidence interval - pupils with middle prior attainment 0.01
Progress 8 upper 95% confidence interval - pupils with middle prior attainment 0.6
Unadjusted Progress 8 measure - pupils with middle prior attainment 0.31
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment 0.01
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment 0.61
Average Attainment 8 score per pupil with high prior attainment 66.1
Number of pupils with high prior attainment included in Progress 8 measure 24
Number of pupils with high prior attainmentsin progress measure with adjusted scores 0
Adjusted Progress 8 measure - pupils with high prior attainment 0.11
Progress 8 lower 95% confidence interval - pupils with high prior attainment -0.46
Progress 8 upper 95% confidence interval - pupils with high prior attainment 0.68
Unadjusted Progress 8 measure - pupils with high prior attainment 0.11
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment -0.47
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment 0.69
Average Attainment 8 score per pupil for whom English is an additional language 44.6
Average Attainment 8 score per pupil for whom English is an additional language for English element 10.8
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element 8.7
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element 13.9
Average Attainment 8 score per pupil for whom English is an additional language for open element 11.2
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only 9.8
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only 1.4
Number of pupils for whom English is an additional language included in Progress 8 measure 126
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 0.3
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language 0.06
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language 0.55
Unadjusted Progress 8 measure - pupils for whom English is an additional language 0.3
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language 0.05
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language 0.56
Average Attainment 8 score per girl 48.8
Average Attainment 8 score per girl for English element 11.8
Average Attainment 8 score per girl for mathematics element 8.9
Average Attainment 8 score per girl for EBacc element 14.9
Average Attainment 8 score per girl for open element 13.2
Average Attainment 8 score per girl - GCSE only 12.1
Average Attainment 8 score per girl - non-GCSE only 1.2
Number of girls included in Progress 8 measure 90
Number of girls in progress measure with adjusted scores 0
Adjusted Progress 8 measure - girls 0.48
Adjusted Progress 8 lower 95% confidence interval - girls 0.18
Adjusted Progress 8 upper 95% confidence interval - girls 0.77
Unadjusted Progress 8 measure - girls 0.48
Unadjusted Progress 8 lower 95% confidence interval - girls 0.18
Unadjusted Progress 8 upper 95% confidence interval - girls 0.77
Average Attainment 8 score per boy 38.5
Average Attainment 8 score per boy for English element 9.3
Average Attainment 8 score per boy for mathematics element 8.2
Average Attainment 8 score per boy for EBacc element 12.2
Average Attainment 8 score per boy for open element 8.8
Average Attainment 8 score per boy - GCSE only 7.1
Average Attainment 8 score per boy - non-GCSE only 1.7
Number of boys included in Progress 8 measure 69
Number of boys in progress measure with adjusted scores 0
Adjusted Progress 8 measure - boys -0.05
Adjusted Progress 8 lower 95% confidence interval - boys -0.39
Adjusted Progress 8 upper 95% confidence interval - boys 0.28
Unadjusted Progress 8 measure - boys -0.05
Unadjusted Progress 8 lower 95% confidence interval - boys -0.39
Unadjusted Progress 8 upper 95% confidence interval - boys 0.29
Average Attainment 8 score per non-mobile pupil 45.1
Average Attainment 8 score per non-mobile pupil for English element 10.8
Average Attainment 8 score per non-mobile pupil for mathematics element 8.9
Average Attainment 8 score per non-mobile pupil for EBacc element 13.9
Average Attainment 8 score per non-mobile pupil for open element 11.4
Average Attainment 8 score per non-mobile pupil - GCSE only 10
Average Attainment 8 score per non-mobile pupil - non-GCSE only 1.4
Number of non-mobile pupils included in Progress 8 measure 153
Number of non-mobile pupils in progress measure with adjusted scores 0
Adjusted Progress 8 measure - non-mobile pupils 0.3
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils 0.07
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils 0.52
Unadjusted Progress 8 measure - non-mobile pupils 0.3
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils 0.07
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils 0.52
Number of pupils in low prior attainment band with entries in all EBacc subject areas 38
EBacc entered % by low prior attainment 82.60%
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths 4.30%
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 85
EBacc entered % by middle prior attainment 95.50%
EBacc achieved % by middle prior attainment - with 9-4 passes 40.40%
EBacc achieved % by middle prior attainment - with 9-5 passes 25.80%
Number of pupils in high prior attainment band with entries in all EBacc subject areas 23
EBacc entered % by high prior attainment 95.80%
EBacc achieved % by high prior attainment - with 9-4 passes 75.00%
EBacc achieved % by high prior attainment - with 9-5 passes 70.80%
% of disadvantaged pupils entering all English Baccalaureate subject areas 87.80%
% of non-disadvantaged pupils entering all English Baccalaureate subject areas 96.20%
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes 32.20%
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes 21.10%
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes 38.00%
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes 29.10%
English Baccalaureate Science Value Added measure for pupils with low prior attainment -0.34
English Baccalaureate Science Value Added measure for pupils with middle prior attainment 0.22
English Baccalaureate Science Value Added measure for pupils with high prior attainment 0.29
English Baccalaureate Science Value Added measure for disadvantaged pupils -0.1
English Baccalaureate Science Value Added measure for non-disadvantaged pupils 0.26
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment -0.31
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment 0
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment -0.17
English Baccalaureate Humanities Value Added measure for disadvantaged pupils -0.28
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils 0.06
English Baccalaureate Languages Value Added measure for pupils with low prior attainment 0.77
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment 0.61
English Baccalaureate Languages Value Added measure for pupils with high prior attainment -0.1
English Baccalaureate Languages Value Added measure for disadvantaged pupils 0.21
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils 0.89
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils 0.21
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils -0.42
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils 0.59
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils -0.07
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment 0.09
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment -0.77
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment 0.53
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment -0.08
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment 0.87
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment -0.29
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils 0.12
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils -0.68
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils 0.47
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils -0.34
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment 0.24
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment -0.86
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment 0.38
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment -0.38
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment 0.55
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment -0.9
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils 0.65
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils -0.24
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils 1.34
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils 0.43
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment 1.39
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment 0.15
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment 1.02
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment 0.2
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment 0.7
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment -0.9
% of boys with entries in all English Baccalaureate subject areas 89.60%
% of KS4 boys achieving the Ebacc - with 9-4 passes 24.70%
% of KS4 boys achieving the Ebacc - with 9-5 passes 19.50%
% of girls with entries in all English Baccalaureate subject areas 93.50%
% of KS4 girls achieving the Ebacc - with 9-4 passes 43.50%
% of KS4 girls achieving the Ebacc - with 9-5 passes 29.30%
% of non-mobile pupils with entries in all English Baccalaureate subject areas 91.90%
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes 36.90%
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes 26.30%
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas 93.30%
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes 34.80%
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes 24.40%
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs 55.60%
% of pupils achieving any qualifications 99.40%
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths 58.90%
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths 62.00%
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths 11
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths 23.90%
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths 65
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths 73.00%
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths 21
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths 87.50%
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs 54.50%
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs 65.20%
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language 60.70%
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs 63.80%
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths 35.60%
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths 40.50%
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths 1
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths 2.20%
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths 40
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths 44.90%
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths 21
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths 87.50%
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs 31.20%
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs 43.50%
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language 37.80%
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs 40.00%
% of pupils entering more than one language 6.50%
% of pupils entering biology, chemistry and physics 0.00%
Average number of KS4 entries per pupil 6.9
Average number of KS4 entries per pupil with low prior attainment 6.7
Average number of KS4 entries per pupil with middle prior attainment 6.9
Average number of KS4 entries per pupil with high prior attainment 6.9
Average number of KS4 entries per disadvantaged pupil 6.8
Average number of KS4 entries per non-disadvantaged pupil 7
Average number of GCSE entries per pupil 6.4
Average number of GCSE entries per pupil with low prior attainment 6
Average number of GCSE entries per pupil with middle prior attainment 6.4
Average number of GCSE entries per pupil with high prior attainment 6.6
Average number of GCSE entries per disadvantaged pupil 6.3
Average number of GCSE entries per non-disadvantaged pupil 6.4
Total volume of entries without discounting 1174
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 Above average
Number of pupils completing key stage 4 in 2020/21 176
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) 156
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) 75
Further education (number of pupils) 16
School sixth form (number of pupils) 56
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) 7
Activity not captured (number of pupils) 3
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) 89%
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) 85%
Further education (percentage) 18%
School sixth form (percentage) 64%
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) 8%
Activity not captured (percentage) 3%
Number of disadvantaged pupils completing key stage 4 in 2020/21 88
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) 78
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 88
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) 78
Number of pupils completing key stage 4 in 2019/20 171
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 85
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) 89%
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 86
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) 94%
Number of pupils completing key stage 4 in 2018/19 174
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) 87%
Number of disadvantaged pupils completing key stage 4 in 2018/19 106
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) 87%
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 68
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) 88%
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) 0
Progression score for the total cohort 18
Upper confidence limit on the progression score for the total cohort 26
Lower confidence limit on the progression score for the total cohort 9
Cohort size 94
Progressed 87%
Apprenticeships 0%
Higher Education 87%
Top third 33%
Higher technical 0%
Cohort size for academic/applied general cohort 94
Progressed for academic/applied general cohort 87%
Progression score for academic/applied general cohort 18
Upper confidence limit on the progression score for the academic/applied general cohort 26
Lower confidence limit on the progression score for the academic/applied/general cohort 9
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 37%
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) 85
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) 71
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) 61
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) 57
Other education destinations (All levels of study) (number of students) 0
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) 6
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) 11
Activity not captured in data (All levels of study) (number of students) 3
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) 5%
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) 72%
Further education (level 3 and below) (All levels of study) (percentage) 5%
Higher education (level 4 and above) (All levels of study) (percentage) 67%
Other education destinations (All levels of study) (percentage) 0%
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) 7%
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) 13%
Activity not captured in data (All levels of study) (percentage) 4%
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) 47
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) SUPP
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) 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) 0
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) 8
Activity not captured in data (All levels of study) (number of students) (disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) SUPP
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) SUPP
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) SUPP
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) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) 17%
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) 38
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) 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) 0
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) 3
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) 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) 0%
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) 8%
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) 83
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) 71
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) 61
Further education (level 3 and below) (Level 3) (number of students) 4
Higher education (level 4 and above) (Level 3) (number of students) 57
Other education destinations (Level 3) (number of students) 0
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) 6
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) 9
Activity not captured in data (Level 3) (number of students) 3
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) 86%
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) 5%
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) 73%
Further education (level 3 and below) (Level 3) (percentage) 5%
Higher education (level 4 and above) (Level 3) (percentage) 69%
Other education destinations (Level 3) (percentage) 0%
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) 7%
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) 11%
Activity not captured in data (Level 3) (percentage) 4%
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) 2
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) SUPP
Further education (level 3 and below) (Level 2) (number of students) SUPP
Higher education (level 4 and above) (Level 2) (number of students) SUPP
Other education destinations (Level 2) (number of students) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) SUPP
Activity not captured in data (Level 2) (number of students) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) SUPP
Further education (level 3 and below) (Level 2) (percentage) SUPP
Higher education (level 4 and above) (Level 2) (percentage) SUPP
Other education destinations (Level 2) (percentage) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) SUPP
Activity not captured in data (Level 2) (percentage) SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) SUPP
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) SUPP
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) SUPP
Other education destinations (Level 2) (number of students) (disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) SUPP
Activity not captured in data (Level 2) (number of students) (disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) SUPP
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) SUPP
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) SUPP
Other education destinations (Level 2) (percentage) (disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) SUPP
Activity not captured in data (Level 2) (percentage) (disadvantaged) SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) SUPP
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) SUPP
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) SUPP
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) SUPP
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) SUPP
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) SUPP
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) SUPP
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) SUPP
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) SUPP
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) SUPP
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) SUPP
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) SUPP
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) SUPP
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) NA
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) NA
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) NA
Further education (level 3 and below) (L1, entry level and other) (number of students) NA
Higher education (level 4 and above) (L1, entry level and other) (number of students) NA
Other education destinations (L1, entry level and other) (number of students) NA
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) NA
Activity not captured in data (L1, entry level and other) (number of students) NA
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) NA
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) NA
Further education (level 3 and below) (L1, entry level and other) (percentage) NA
Higher education (level 4 and above) (L1, entry level and other) (percentage) NA
Other education destinations (L1, entry level and other) (percentage) NA
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) NA
Activity not captured in data (L1, entry level and other) (percentage) NA
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) NA
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) NA
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) NA
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) NA
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) NA
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) NA
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) NA
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) NA
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) NA
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) NA
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) NA
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) NA
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) NA
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) NA
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) NA
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) NA
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) NA
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) NA
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) NA
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) NA
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) NA
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) NA
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) NA
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) NA
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) NA
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) NA
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) NA
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) NA
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) NA
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) NA
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) NA
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) NA
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) 0
Progression score for the total cohort 18
Upper confidence limit on the progression score for the total cohort 26
Lower confidence limit on the progression score for the total cohort 9
Cohort size 94
Progressed 87%
Apprenticeships 0%
Higher Education 87%
Top third 33%
Higher technical 0%
Cohort size for academic/applied general cohort 94
Progressed for academic/applied general cohort 87%
Progression score for academic/applied general cohort 18
Upper confidence limit on the progression score for the academic/applied general cohort 26
Lower confidence limit on the progression score for the academic/applied/general cohort 9
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 37%
Higher technical for disadvantaged students 0%

All public sector data is licensed under the Open Government Licence v2.0.

School Data UK is a Good Stuff website.

Page generated in 0.09 seconds. 216.73.216.177. Mon, 07 Jul 2025 22:11:49 +0100. Jurassic Aardvark.