For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1937 |
Number of girls on roll | 983 |
Number of boys on roll | 954 |
Percentage of girls on roll | 50.7 |
Percentage of boys on roll | 49.3 |
Number of eligible pupils with an EHC plan | 37 |
Percentage of eligible pupils with an EHC plan | 1.9 |
Number of eligible pupils with SEN support | 265 |
Percentage of eligible pupils with SEN support | 13.7 |
No. pupils where English not first language | 597 |
No. pupils with English first language | 1248 |
No. pupils where first language is unclassified | 92 |
% pupils where English not first language | 30.8 |
% pupils with English first language | 64.4 |
No. pupils eligible for free school meals | 758 |
Number of pupils eligible for FSM at any time during the past 6 years | 733 |
Total pupils for FSMEver | 1699 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 43.1 |
School address (1) | Clarkes Lane |
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School town | West Bromwich |
School postcode | B71 2BX |
School telephone number | 01215888384 |
School parliamentary constituency code | E14001547 |
School parliamentary constituency name | Tipton and Wednesbury |
Religious denomination | None |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1937 |
Total boys on roll (including part-time pupils) | 954 |
Total girls on roll (including part-time pupils) | 983 |
Number of pupils at the end of key stage 4 | 341 |
Number of boys at the end of key stage 4 | 161 |
% of pupils at the end of key stage 4 who are boys | 47.20% |
Number of girls at the end of key stage 4 | 180 |
% of pupils at the end key stage 4 who are girls | 52.80% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 102 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 96 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 30.30% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 171 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.90% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 50 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 15.80% |
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) | 127 |
Percentage of key stage 2 disadvantaged pupils | 37.20% |
Number of key stage 2 pupils who are not disadvantaged | 214 |
Percentage of key stage 2 pupils who are not disadvantaged | 62.80% |
Number of eligible pupils with English as additional language (EAL) | 115 |
Percentage of eligible pupils with English as additional language (EAL) | 33.70% |
Number of eligible pupils with English as first language | 224 |
Percentage of eligible pupils with English as first language | 65.70% |
Number of eligible pupils with unclassified language | 2 |
Percentage of eligible pupils with unclassified language | 0.60% |
Number of pupils at the end of key stage 4 who are non-mobile | 324 |
% 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 | 5 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.50% |
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 | 52 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 15.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 47 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13.80% |
Total sum of Attainment 8 scores | 15010 |
Average Attainment 8 score per pupil | 44 |
Total sum of Attainment 8 scores for English element | 3466 |
Average Attainment 8 score per pupil for English element | 10.2 |
Total sum of Attainment 8 scores for mathematics element | 2742 |
Average Attainment 8 score per pupil for mathematics element | 8 |
Total sum of Attainment 8 scores for EBacc element | 4478.5 |
Average Attainment 8 score per pupil for EBacc element | 13.1 |
Total sum of Attainment 8 scores for open element | 4323.5 |
Average Attainment 8 score per pupil for open element | 12.7 |
Total sum of Attainment 8 scores for open element - GCSE only | 2860.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 8.4 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 1463 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 4.3 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 317 |
Number of pupils who have had P8 score adjusted in average | 5 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 93% |
Progress 8 measure after adjustment for extreme scores | 0.17 |
Progress 8 lower 95% confidence interval for adjusted average | 0.02 |
Progress 8 upper 95% confidence interval for adjusted average | 0.33 |
Progress 8 measure based on unadjusted pupil scores | 0.17 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.01 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.33 |
Progress 8 measure for English element | 0.47 |
Lower 95% confidence interval for Progress 8 English element | 0.29 |
Upper 95% confidence interval for Progress 8 English element | 0.64 |
Progress 8 measure for mathematics element | -0.11 |
Lower 95% confidence interval for Progress 8 maths element | -0.27 |
Upper 95% confidence interval for Progress 8 maths element | 0.05 |
Progress 8 measure for EBacc element | 0.28 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.1 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.46 |
Progress 8 measure for open element | 0.05 |
Lower 95% confidence interval for Progress 8 open element | -0.13 |
Upper 95% confidence interval for Progress 8 open element | 0.23 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 58.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 37.20% |
Total EBacc APS score per pupil | 1274.93 |
Average EBacc APS score per pupil | 3.74 |
Average EBacc APS score per disadvantaged pupil | 3.04 |
Average EBacc APS score per non-disadvantaged pupil | 4.16 |
Average EBacc APS score per pupil with low prior attainment | 2.44 |
Average EBacc APS score per pupil with middle prior attainment | 3.95 |
Average EBacc APS score per pupil with high prior attainment | 5.51 |
Average EBacc APS score per pupil for whom English is an additional language | 4.45 |
Average EBacc APS score per girl | 3.92 |
Average EBacc APS score per boy | 3.53 |
Average EBacc APS score per non-mobile pupil | 3.73 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 49 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 14.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 6.20% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 3.80% |
Number of pupils entering the English Baccalaureate English subject area | 328 |
% of pupils entering the English Baccalaureate English subject area | 96.20% |
Number of pupils entering the English Baccalaureate Maths subject area | 333 |
% of pupils entering the English Baccalaureate Maths subject area | 97.70% |
Number of pupils entering the English Baccalaureate Science subject area | 326 |
% of pupils entering the English Baccalaureate Science subject area | 95.60% |
Number of pupils entering the English Baccalaureate Humanities subject area | 251 |
% of pupils entering the English Baccalaureate Humanities subject area | 73.60% |
Number of pupils entering the English Baccalaureate Language subject area | 90 |
% of pupils entering the English Baccalaureate Language subject area | 26.40% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 75.40% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 63.30% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 61.60% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 40.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 62.30% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 40.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 61.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 47.40% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 76.70% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 62.20% |
Number of pupils included in English Baccalaureate Science Value Added measure | 303 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 239 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
Number of pupils included in English Baccalaureate Language Value Added measure | 74 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 82% |
English Baccalaureate Science Value Added measure | 0.19 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.02 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.35 |
EBacc Humanities VA measure | 0.35 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.12 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.57 |
English Baccalaureate Languages Value Added measure | 1.52 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 1.07 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.97 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 257 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 216 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 210 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 137 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 203 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 132 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 154 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 119 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 69 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 56 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 49 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 14.40% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 328 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.20% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 320 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 93.80% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 318 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 97.50% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 247 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.40% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 90 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 36 |
Number of disadvantaged pupils in Progress 8 measure | 119 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 4 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.35 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.61 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.1 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.36 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.62 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.1 |
Average Attainment 8 score per non-disadvantaged pupil | 48.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 198 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.49 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.29 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.69 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.49 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.29 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.69 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.7 |
Progress 8 measure for English element - disadvantaged pupils | -0.04 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.33 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.25 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.3 |
Progress 8 measure for maths element - disadvantaged pupils | -0.69 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.96 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.43 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.5 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.26 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.55 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.03 |
Average Attainment 8 score per disadvantaged pupil for open element | 10.5 |
Progress 8 measure for open element - disadvantaged pupils | -0.45 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.74 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.16 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.77 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.55 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.1 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.24 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.03 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.45 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14.7 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.61 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.38 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.84 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.35 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.12 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.57 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 3.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 9.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 4.8 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -14 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.51 |
Average Attainment 8 score per pupil with low prior attainment | 29.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 96 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.45 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.17 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.74 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.45 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.17 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.74 |
Average Attainment 8 score per pupil with middle prior attainment | 46.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 171 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 4 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.08 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.13 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.29 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.07 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.14 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.29 |
Average Attainment 8 score per pupil with high prior attainment | 63.7 |
Number of pupils with high prior attainment included in Progress 8 measure | 50 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.05 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.44 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.35 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.05 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.45 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.35 |
Average Attainment 8 score per pupil for whom English is an additional language | 50.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.4 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.2 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 13.8 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 9.1 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 4.7 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 97 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 1.07 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.79 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.36 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.07 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.79 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.36 |
Average Attainment 8 score per girl | 46.6 |
Average Attainment 8 score per girl for English element | 10.9 |
Average Attainment 8 score per girl for mathematics element | 8.1 |
Average Attainment 8 score per girl for EBacc element | 13.7 |
Average Attainment 8 score per girl for open element | 14 |
Average Attainment 8 score per girl - GCSE only | 9.3 |
Average Attainment 8 score per girl - non-GCSE only | 4.7 |
Number of girls included in Progress 8 measure | 167 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | 0.25 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.03 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.46 |
Unadjusted Progress 8 measure - girls | 0.24 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.03 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.46 |
Average Attainment 8 score per boy | 41.2 |
Average Attainment 8 score per boy for English element | 9.4 |
Average Attainment 8 score per boy for mathematics element | 8 |
Average Attainment 8 score per boy for EBacc element | 12.5 |
Average Attainment 8 score per boy for open element | 11.2 |
Average Attainment 8 score per boy - GCSE only | 7.4 |
Average Attainment 8 score per boy - non-GCSE only | 3.8 |
Number of boys included in Progress 8 measure | 150 |
Number of boys in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - boys | 0.09 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.13 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.32 |
Unadjusted Progress 8 measure - boys | 0.09 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.14 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.32 |
Average Attainment 8 score per non-mobile pupil | 44 |
Average Attainment 8 score per non-mobile pupil for English element | 10.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 13.1 |
Average Attainment 8 score per non-mobile pupil for open element | 12.7 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8.4 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 4.4 |
Number of non-mobile pupils included in Progress 8 measure | 307 |
Number of non-mobile pupils in progress measure with adjusted scores | 5 |
Adjusted Progress 8 measure - non-mobile pupils | 0.16 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.32 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.16 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.01 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.32 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
EBacc entered % by low prior attainment | 8.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 3.10% |
EBacc achieved % by low prior attainment - with 9-5 passes | 1.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 26 |
EBacc entered % by middle prior attainment | 15.20% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 6.40% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 4.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 7 |
EBacc entered % by high prior attainment | 14.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 12.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 8.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 10.20% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 16.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 3.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 7.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 4.70% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.33 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.11 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.21 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.21 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.41 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.55 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.26 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.31 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.09 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.49 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.54 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.07 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.14 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.94 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.77 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.07 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.48 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.61 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.2 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.63 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.02 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.33 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.11 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.61 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.2 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.47 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.29 |
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 | 0.21 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.99 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.11 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.56 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.03 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.86 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.24 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.75 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.12 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 2.3 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.24 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 3.36 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.72 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.67 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.47 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 2.3 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.01 |
% of boys with entries in all English Baccalaureate subject areas | 11.20% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 3.70% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 3.10% |
% of girls with entries in all English Baccalaureate subject areas | 17.20% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 8.30% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 4.40% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 13.90% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 6.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 3.70% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 27.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 11.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 8.70% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 56.60% |
% of pupils achieving any qualifications | 98.20% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 40.90% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 69.20% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 20 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 20.80% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 125 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 73.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 44 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 88.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 55.30% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 61.70% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 68.70% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 59.00% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 22.00% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 46.30% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 8 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 8.30% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 70 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 40.90% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 41 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 82.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 32.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 41.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 45.20% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 37.00% |
% of pupils entering more than one language | 2.90% |
% of pupils entering biology, chemistry and physics | 14.40% |
Average number of KS4 entries per pupil | 6.9 |
Average number of KS4 entries per pupil with low prior attainment | 6.6 |
Average number of KS4 entries per pupil with middle prior attainment | 6.9 |
Average number of KS4 entries per pupil with high prior attainment | 7.4 |
Average number of KS4 entries per disadvantaged pupil | 6.6 |
Average number of KS4 entries per non-disadvantaged pupil | 7.1 |
Average number of GCSE entries per pupil | 5.8 |
Average number of GCSE entries per pupil with low prior attainment | 5.2 |
Average number of GCSE entries per pupil with middle prior attainment | 5.9 |
Average number of GCSE entries per pupil with high prior attainment | 6.6 |
Average number of GCSE entries per disadvantaged pupil | 5.5 |
Average number of GCSE entries per non-disadvantaged pupil | 6 |
Total volume of entries without discounting | 2380 |
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 | 318 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 282 |
Apprenticeships (number of pupils) | 8 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 169 |
Further education (number of pupils) | 80 |
School sixth form (number of pupils) | 87 |
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) | 92% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 85% |
Further education (percentage) | 40% |
School sixth form (percentage) | 44% |
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 | 120 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 99 |
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 | 198 |
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) | 183 |
Number of pupils completing key stage 4 in 2019/20 | 324 |
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 | 140 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 86% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 184 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of pupils completing key stage 4 in 2018/19 | 301 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 110 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 191 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 1 |
Upper confidence limit on the progression score for the total cohort | 9 |
Lower confidence limit on the progression score for the total cohort | -7 |
Cohort size | 88 |
Progressed | 75% |
Apprenticeships | 0% |
Higher Education | 74% |
Top third | 27% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 80 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | 1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -7 |
Cohort size for TLEV cohort | 8 |
Progressed for TLEV cohort | 50% |
Score for TLEV cohort | 6 |
Upper confidence limit on the progression score for the TLEV cohort | 40 |
Lower confidence limit on the progression score for the TLEV cohort | -28 |
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 | 81% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 132 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 106 |
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) | 71 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 68 |
Other education destinations (All levels of study) (number of students) | 2 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 29 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 19 |
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) | 80% |
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) | 54% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 52% |
Other education destinations (All levels of study) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 22% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 14% |
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) | 41 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 30 |
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) | 18 |
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) | 17 |
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) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 8 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 73% |
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) | 44% |
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) | 41% |
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) | 27% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 20% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 91 |
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) | 76 |
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) | 53 |
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) | 51 |
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) | 18 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 11 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 84% |
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) | 58% |
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) | 56% |
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) | 20% |
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) | 12% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 116 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 99 |
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) | 68 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 67 |
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) | 27 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 12 |
Activity not captured in data (Level 3) (number of students) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 85% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 59% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 58% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 23% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
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) | 32 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 26 |
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) | 0 |
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) | 81% |
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) | 0% |
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) | 84 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 73 |
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) | 0 |
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) | 87% |
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) | 0% |
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) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 5 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | 3 |
Further education (level 3 and below) (Level 2) (number of students) | 1 |
Higher education (level 4 and above) (Level 2) (number of students) | 1 |
Other education destinations (Level 2) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 2 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 4 |
Activity not captured in data (Level 2) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 50% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 30% |
Further education (level 3 and below) (Level 2) (percentage) | 10% |
Higher education (level 4 and above) (Level 2) (percentage) | 10% |
Other education destinations (Level 2) (percentage) | 10% |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 20% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 40% |
Activity not captured in data (Level 2) (percentage) | 10% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | 5 |
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) | 0 |
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) | 0% |
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) | 5 |
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) | 0 |
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) | 0% |
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) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
Other education destinations (L1, entry level and other) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
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) | 3 |
Activity not captured in data (L1, entry level and other) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 33% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 33% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
Other education destinations (L1, entry level and other) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 50% |
Activity not captured in data (L1, entry level and other) (percentage) | 17% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | 0 |
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) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
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) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
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 | 1 |
Upper confidence limit on the progression score for the total cohort | 9 |
Lower confidence limit on the progression score for the total cohort | -7 |
Cohort size | 88 |
Progressed | 75% |
Apprenticeships | 0% |
Higher Education | 74% |
Top third | 27% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 80 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | 1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -7 |
Cohort size for TLEV cohort | 8 |
Progressed for TLEV cohort | 50% |
Score for TLEV cohort | 6 |
Upper confidence limit on the progression score for the TLEV cohort | 40 |
Lower confidence limit on the progression score for the TLEV cohort | -28 |
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 | 81% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |