For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1148 |
Number of girls on roll | 521 |
Number of boys on roll | 627 |
Percentage of girls on roll | 45.4 |
Percentage of boys on roll | 54.6 |
Number of eligible pupils with an EHC plan | 34 |
Percentage of eligible pupils with an EHC plan | 3 |
Number of eligible pupils with SEN support | 179 |
Percentage of eligible pupils with SEN support | 15.6 |
No. pupils where English not first language | 211 |
No. pupils with English first language | 906 |
No. pupils where first language is unclassified | 31 |
% pupils where English not first language | 18.4 |
% pupils with English first language | 78.9 |
No. pupils eligible for free school meals | 255 |
Number of pupils eligible for FSM at any time during the past 6 years | 254 |
Total pupils for FSMEver | 1056 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 24.1 |
School address (1) | Mallard Road |
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School town | Bournemouth |
School postcode | BH8 9PW |
School telephone number | 01202512697 |
School parliamentary constituency code | E14001115 |
School parliamentary constituency name | Bournemouth East |
Religious denomination | Church of England |
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) | 1148 |
Total boys on roll (including part-time pupils) | 627 |
Total girls on roll (including part-time pupils) | 521 |
Number of pupils at the end of key stage 4 | 211 |
Number of boys at the end of key stage 4 | 111 |
% of pupils at the end of key stage 4 who are boys | 52.60% |
Number of girls at the end of key stage 4 | 100 |
% of pupils at the end key stage 4 who are girls | 47.40% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.1 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 53 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 25.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 105 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 51.00% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 48 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 23.30% |
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) | 54 |
Percentage of key stage 2 disadvantaged pupils | 25.60% |
Number of key stage 2 pupils who are not disadvantaged | 157 |
Percentage of key stage 2 pupils who are not disadvantaged | 74.40% |
Number of eligible pupils with English as additional language (EAL) | 38 |
Percentage of eligible pupils with English as additional language (EAL) | 18.00% |
Number of eligible pupils with English as first language | 171 |
Percentage of eligible pupils with English as first language | 81.00% |
Number of eligible pupils with unclassified language | 2 |
Percentage of eligible pupils with unclassified language | 0.90% |
Number of pupils at the end of key stage 4 who are non-mobile | 200 |
% of pupils at the end of key stage 4 who are non-mobile | 94.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.40% |
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 | 40 |
% 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 | 19.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 37 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 17.50% |
Total sum of Attainment 8 scores | 9889.3 |
Average Attainment 8 score per pupil | 46.9 |
Total sum of Attainment 8 scores for English element | 2163 |
Average Attainment 8 score per pupil for English element | 10.3 |
Total sum of Attainment 8 scores for mathematics element | 1950 |
Average Attainment 8 score per pupil for mathematics element | 9.2 |
Total sum of Attainment 8 scores for EBacc element | 2802 |
Average Attainment 8 score per pupil for EBacc element | 13.3 |
Total sum of Attainment 8 scores for open element | 2974.3 |
Average Attainment 8 score per pupil for open element | 14.1 |
Total sum of Attainment 8 scores for open element - GCSE only | 2082 |
Average Attainment 8 score per pupil for open element - GCSE only | 9.9 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 892.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 4.2 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 206 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 98% |
Progress 8 measure after adjustment for extreme scores | 0.12 |
Progress 8 lower 95% confidence interval for adjusted average | -0.07 |
Progress 8 upper 95% confidence interval for adjusted average | 0.32 |
Progress 8 measure based on unadjusted pupil scores | 0.12 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.08 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.31 |
Progress 8 measure for English element | 0.19 |
Lower 95% confidence interval for Progress 8 English element | -0.03 |
Upper 95% confidence interval for Progress 8 English element | 0.41 |
Progress 8 measure for mathematics element | 0.1 |
Lower 95% confidence interval for Progress 8 maths element | -0.1 |
Upper 95% confidence interval for Progress 8 maths element | 0.3 |
Progress 8 measure for EBacc element | 0.01 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.22 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.23 |
Progress 8 measure for open element | 0.19 |
Lower 95% confidence interval for Progress 8 open element | -0.03 |
Upper 95% confidence interval for Progress 8 open element | 0.41 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 69.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 48.80% |
Total EBacc APS score per pupil | 882.18 |
Average EBacc APS score per pupil | 4.18 |
Average EBacc APS score per disadvantaged pupil | 3.79 |
Average EBacc APS score per non-disadvantaged pupil | 4.31 |
Average EBacc APS score per pupil with low prior attainment | 2.45 |
Average EBacc APS score per pupil with middle prior attainment | 4.19 |
Average EBacc APS score per pupil with high prior attainment | 6.1 |
Average EBacc APS score per pupil for whom English is an additional language | 4.75 |
Average EBacc APS score per girl | 4.37 |
Average EBacc APS score per boy | 4.01 |
Average EBacc APS score per non-mobile pupil | 4.25 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 113 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 53.60% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 32.20% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 17.50% |
Number of pupils entering the English Baccalaureate English subject area | 206 |
% of pupils entering the English Baccalaureate English subject area | 97.60% |
Number of pupils entering the English Baccalaureate Maths subject area | 209 |
% of pupils entering the English Baccalaureate Maths subject area | 99.10% |
Number of pupils entering the English Baccalaureate Science subject area | 206 |
% of pupils entering the English Baccalaureate Science subject area | 97.60% |
Number of pupils entering the English Baccalaureate Humanities subject area | 195 |
% of pupils entering the English Baccalaureate Humanities subject area | 92.40% |
Number of pupils entering the English Baccalaureate Language subject area | 114 |
% of pupils entering the English Baccalaureate Language subject area | 54.00% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 76.30% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 67.30% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 72.00% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 49.80% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 61.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 42.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 72.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 61.50% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 65.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 46.50% |
Number of pupils included in English Baccalaureate Science Value Added measure | 201 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 191 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
Number of pupils included in English Baccalaureate Language Value Added measure | 112 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 98% |
English Baccalaureate Science Value Added measure | -0.23 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.43 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.03 |
EBacc Humanities VA measure | 0.33 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.08 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.58 |
English Baccalaureate Languages Value Added measure | -0.39 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.75 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.03 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 161 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 142 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 152 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 105 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 126 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 87 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 141 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 120 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 75 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 53 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 113 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 53.60% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 203 |
% 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 | 207 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.10% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 202 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.10% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 190 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.40% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 114 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 42.8 |
Number of disadvantaged pupils in Progress 8 measure | 54 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.07 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.31 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.44 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.07 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.32 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.45 |
Average Attainment 8 score per non-disadvantaged pupil | 48.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 152 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.14 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.08 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.37 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.14 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.09 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.36 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.4 |
Progress 8 measure for English element - disadvantaged pupils | 0.09 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.34 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.52 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.7 |
Progress 8 measure for maths element - disadvantaged pupils | 0.22 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.18 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.62 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 12 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.02 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.46 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.41 |
Average Attainment 8 score per disadvantaged pupil for open element | 12.7 |
Progress 8 measure for open element - disadvantaged pupils | 0.04 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.39 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.47 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.5 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.22 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.03 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.48 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.4 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.06 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.18 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.3 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.7 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.02 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.24 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.28 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.6 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.25 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.01 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.5 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 3.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 4.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -7.2 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.09 |
Average Attainment 8 score per pupil with low prior attainment | 29.5 |
Number of pupils with low prior attainment included in Progress 8 measure | 53 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.04 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.34 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.42 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.04 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.35 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.43 |
Average Attainment 8 score per pupil with middle prior attainment | 47.4 |
Number of pupils with middle prior attainment included in Progress 8 measure | 105 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.13 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.14 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.4 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.12 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.16 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.39 |
Average Attainment 8 score per pupil with high prior attainment | 65.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 48 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.2 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.2 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.6 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.2 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.2 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.61 |
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 | 10.8 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.7 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.1 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.7 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.2 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 3.6 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 35 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.51 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.05 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.98 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.48 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.96 |
Average Attainment 8 score per girl | 49 |
Average Attainment 8 score per girl for English element | 10.9 |
Average Attainment 8 score per girl for mathematics element | 9.1 |
Average Attainment 8 score per girl for EBacc element | 13.8 |
Average Attainment 8 score per girl for open element | 15.1 |
Average Attainment 8 score per girl - GCSE only | 9.2 |
Average Attainment 8 score per girl - non-GCSE only | 5.9 |
Number of girls included in Progress 8 measure | 98 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | 0.19 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.09 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.47 |
Unadjusted Progress 8 measure - girls | 0.18 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.11 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.46 |
Average Attainment 8 score per boy | 45 |
Average Attainment 8 score per boy for English element | 9.6 |
Average Attainment 8 score per boy for mathematics element | 9.3 |
Average Attainment 8 score per boy for EBacc element | 12.8 |
Average Attainment 8 score per boy for open element | 13.2 |
Average Attainment 8 score per boy - GCSE only | 10.4 |
Average Attainment 8 score per boy - non-GCSE only | 2.7 |
Number of boys included in Progress 8 measure | 108 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.06 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.2 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.33 |
Unadjusted Progress 8 measure - boys | 0.06 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.21 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.33 |
Average Attainment 8 score per non-mobile pupil | 47.6 |
Average Attainment 8 score per non-mobile pupil for English element | 10.4 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.4 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 13.5 |
Average Attainment 8 score per non-mobile pupil for open element | 14.3 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 10.1 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 4.2 |
Number of non-mobile pupils included in Progress 8 measure | 199 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.17 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.03 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.36 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.17 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.03 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.37 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 9 |
EBacc entered % by low prior attainment | 17.00% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 3.80% |
EBacc achieved % by low prior attainment - with 9-5 passes | 1.90% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 59 |
EBacc entered % by middle prior attainment | 56.20% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 28.60% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 7.60% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 43 |
EBacc entered % by high prior attainment | 89.60% |
EBacc achieved % by high prior attainment - with 9-4 passes | 70.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 56.30% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 46.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 56.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 24.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 9.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 35.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 20.40% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.24 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.2 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.29 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.13 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.26 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.16 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.47 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.22 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.17 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.39 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.23 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.46 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.67 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.31 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.41 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.26 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.53 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.03 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.5 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.16 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.64 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.09 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.48 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.12 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.7 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.67 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.32 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.68 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.1 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.68 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.37 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.82 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.12 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.72 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.29 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.44 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.06 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.82 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.45 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.02 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.04 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.95 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.09 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.26 |
% of boys with entries in all English Baccalaureate subject areas | 47.70% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 27.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 13.50% |
% of girls with entries in all English Baccalaureate subject areas | 60.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 38.00% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 22.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 55.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 33.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 18.00% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 76.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 52.60% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 31.60% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 66.40% |
% of pupils achieving any qualifications | 98.60% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 64.80% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 70.70% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 14 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 26.40% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 82 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 78.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 47 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.90% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 66.70% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 72.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 76.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 71.00% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 44.40% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 50.30% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5.70% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 55 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 52.40% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 42 |
% 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 | 48.60% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 49.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 55.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 49.50% |
% of pupils entering more than one language | 5.20% |
% of pupils entering biology, chemistry and physics | 0.00% |
Average number of KS4 entries per pupil | 8.7 |
Average number of KS4 entries per pupil with low prior attainment | 7.6 |
Average number of KS4 entries per pupil with middle prior attainment | 8.7 |
Average number of KS4 entries per pupil with high prior attainment | 9.7 |
Average number of KS4 entries per disadvantaged pupil | 8.4 |
Average number of KS4 entries per non-disadvantaged pupil | 8.8 |
Average number of GCSE entries per pupil | 7.5 |
Average number of GCSE entries per pupil with low prior attainment | 6.5 |
Average number of GCSE entries per pupil with middle prior attainment | 7.5 |
Average number of GCSE entries per pupil with high prior attainment | 8.5 |
Average number of GCSE entries per disadvantaged pupil | 7.1 |
Average number of GCSE entries per non-disadvantaged pupil | 7.6 |
Total volume of entries without discounting | 1828 |
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 | Average |
Number of pupils completing key stage 4 in 2020/21 | 208 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 194 |
Apprenticeships (number of pupils) | 6 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 8 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 140 |
Further education (number of pupils) | 100 |
School sixth form (number of pupils) | 37 |
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) | 97% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 88% |
Further education (percentage) | 63% |
School sixth form (percentage) | 23% |
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 | 49 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 40 |
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 | 159 |
Pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) staying in education or employment for at least two terms after key stage 4 (number of pupils) | 154 |
Number of pupils completing key stage 4 in 2019/20 | 208 |
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 | 49 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 159 |
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 | 189 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 43 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 86% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 146 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 9 |
Upper confidence limit on the progression score for the total cohort | 20 |
Lower confidence limit on the progression score for the total cohort | -2 |
Cohort size | 52 |
Progressed | 85% |
Apprenticeships | 4% |
Higher Education | 79% |
Top third | 35% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 47 |
Progressed for academic/applied general cohort | 83% |
Progression score for academic/applied general cohort | 6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 17 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -5 |
Cohort size for TLEV cohort | 5 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
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) | 66 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 58 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 40 |
Further education (level 3 and below) (All levels of study) (number of students) | 2 |
Higher education (level 4 and above) (All levels of study) (number of students) | 38 |
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) | 17 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 7 |
Activity not captured in data (All levels of study) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 61% |
Further education (level 3 and below) (All levels of study) (percentage) | 3% |
Higher education (level 4 and above) (All levels of study) (percentage) | 58% |
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) | 26% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 11% |
Activity not captured in data (All levels of study) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 14 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 9 |
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) | 7 |
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) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 64% |
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) | 50% |
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) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 52 |
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) | 49 |
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) | 33 |
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) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 94% |
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) | 63% |
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) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 60 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 54 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 40 |
Further education (level 3 and below) (Level 3) (number of students) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) | 38 |
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) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 5 |
Activity not captured in data (Level 3) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 67% |
Further education (level 3 and below) (Level 3) (percentage) | 3% |
Higher education (level 4 and above) (Level 3) (percentage) | 63% |
Other education destinations (Level 3) (percentage) | 0% |
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) | 8% |
Activity not captured in data (Level 3) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 11 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 8 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 7 |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 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) | 73% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 64% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 9% |
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) | 49 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 46 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 33 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 13 |
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) | 94% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 67% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 27% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 9 |
Upper confidence limit on the progression score for the total cohort | 20 |
Lower confidence limit on the progression score for the total cohort | -2 |
Cohort size | 52 |
Progressed | 85% |
Apprenticeships | 4% |
Higher Education | 79% |
Top third | 35% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 47 |
Progressed for academic/applied general cohort | 83% |
Progression score for academic/applied general cohort | 6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 17 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -5 |
Cohort size for TLEV cohort | 5 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |