The John Wallis Church of England Academy
All-through Academy school in Ashford TN23 3HG
All-through Academy school in Ashford TN23 3HG
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1747 |
| Number of girls on roll | 857 |
| Number of boys on roll | 890 |
| Percentage of girls on roll | 49.1 |
| Percentage of boys on roll | 50.9 |
| Number of eligible pupils with an EHC plan | 50 |
| Percentage of eligible pupils with an EHC plan | 2.9 |
| Number of eligible pupils with SEN support | 366 |
| Percentage of eligible pupils with SEN support | 21 |
| No. pupils where English not first language | 370 |
| No. pupils with English first language | 1374 |
| No. pupils where first language is unclassified | 3 |
| % pupils where English not first language | 21.2 |
| % pupils with English first language | 78.6 |
| No. pupils eligible for free school meals | 684 |
| Number of pupils eligible for FSM at any time during the past 6 years | 672 |
| Total pupils for FSMEver | 1575 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 42.7 |
| Alphabetic index | 13748 |
|---|---|
| School address (1) | Millbank Road |
| School address (2) | Kingsnorth |
| School town | Ashford |
| School postcode | TN23 3HG |
| School telephone number | 1233623465 |
| School parliamentary constituency code | E14001069 |
| School parliamentary constituency name | Ashford |
| Converter academy: URN | 0 |
| Religious denomination | Church of England |
| Age range | 3-19 |
| School published in secondary school (key stage 4) performance tables | 0 |
| School published in school and college (key stage 5) performance tables | 0 |
| Total number of pupils (including part-time pupils) | 1747 |
| Number of pupils aged 11 | 62 |
| Published eligible pupil number | 61 |
| Eligible boys on school roll at time of tests | 26 |
| Eligible girls on school roll at time of tests | 35 |
| Percentage of eligible boys on school roll at time of tests | 43% |
| Percentage of eligible girls on school roll at time of tests | 57% |
| 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) | 36 |
| Percentage of key stage 2 disadvantaged pupils | 59% |
| Number of key stage 2 pupils who are not disadvantaged | 25 |
| Percentage of key stage 2 pupils who are not disadvantaged | 41% |
| Number of eligible pupils with English as additional language (EAL) | 21 |
| Percentage of eligible pupils with English as additional language (EAL) | 34% |
| Number of eligible pupils classified as non-mobile | 56 |
| Percentage of eligible pupils classified as non-mobile | 92% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 64% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
| Percentage of pupils reaching the expected standard in reading | 74% |
| Percentage of pupils achieving a high score in reading | 25% |
| Percentage of pupils absent from or not able to access the test in reading | 0% |
| Average scaled score in reading | 104 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 67% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 30% |
| Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 0% |
| Average scaled score in grammar, punctuation and spelling | 104 |
| Percentage of pupils reaching the expected standard in maths | 74% |
| Percentage of pupils achieving a high score in maths | 25% |
| Percentage of pupils absent from or not able to access the test in maths | 0% |
| Average scaled score in maths | 105 |
| Percentage of pupils reaching the expected standard in writing | 77% |
| Percentage of pupils working at greater depth within the expected standard in writing | 7% |
| Percentage of pupils working towards the expected standard in writing | 11% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 80% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 73% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 57% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 47% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 88% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -20 |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 67% |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 64% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 4% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 3% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 8% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -10 |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 10% |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 4% |
| Average scaled score in reading for boys | 106 |
| Average scaled score in reading for girls | 102 |
| Average scaled score in reading for disadvantaged pupils | 102 |
| Average scaled score in reading for non-disadvantaged pupils | 107 |
| Average scaled score in reading for EAL pupils | 104 |
| Average scaled score in reading for MOBN pupils | 104 |
| Average scaled score in maths for boys | 107 |
| Average scaled score in maths for girls | 103 |
| Average scaled score in maths for disadvantaged pupils | 102 |
| Average scaled score in maths for non-disadvantaged pupils | 108 |
| Average scaled score in maths for EAL pupils | 106 |
| Average scaled score in maths for MOBN pupils | 105 |
| Average scaled score in GPS for boys | 106 |
| Average scaled score in GPS for girls | 103 |
| Average scaled score in GPS for disadvantaged pupils | 101 |
| Average scaled score in GPS for non-disadvantaged pupils | 108 |
| Average scaled score in GPS for EAL pupils | 105 |
| Average scaled score in GPS for MOBN pupils | 104 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | 61% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | 92% |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 53% |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 88% |
| Percentage of disadvantaged pupils reaching the expected standard in maths | 61% |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | 92% |
| Percentage of disadvantaged pupils reaching the expected standard in writing | 67% |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | 92% |
| Percentage of disadvantaged pupils achieving a high score in reading | 17% |
| Percentage of non-disadvantaged pupils achieving a high score in reading | 36% |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 17% |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 48% |
| Percentage of disadvantaged pupils achieving a high score in maths | 11% |
| Percentage of non-disadvantaged pupils achieving a high score in maths | 44% |
| Percentage of disadvantaged pupils working at greater depth in writing | 3% |
| Percentage of non-disadvantaged pupils working at greater depth in writing | 12% |
| Number of eligible pupils with English as first language | 39 |
| Percentage of eligible pupils with English as first language | 64% |
| Number of eligible pupils with unclassified language | 1 |
| Percentage of eligible pupils with unclassified language | 2% |
| Number of eligible pupils with EHC plan | 1 |
| Percentage of eligible pupils with EHC plan | 2% |
| Number of eligible pupils with SEN support | 17 |
| Percentage of eligible pupils with SEN support | 28% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 18 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 30% |
| Number of eligible pupils 2023 | 60 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 57% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 43% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 53% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 2% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 41% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 69% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 4% |
| Reading progress measure - one year prior | -1.2 |
| Reading progress measure - lower confidence limit - one year prior | -2.9 |
| Reading progress measure - upper confidence limit - one year prior | 0.6 |
| Writing progress measure - one year prior | 1.7 |
| Writing progress measure - lower confidence limit - one year prior | 0.1 |
| Writing progress measure - upper confidence limit - one year prior | 3.4 |
| Maths progress measure - one year prior | 1.1 |
| Maths progress measure - lower confidence limit - one year prior | -0.5 |
| Maths progress measure - upper confidence limit - one year prior | 2.8 |
| Average scaled score in reading - one year prior | 101 |
| Average scaled score in maths - one year prior | 103 |
| School address (1) | Millbank Road |
|---|---|
| School address (2) | Kingsnorth |
| School town | Ashford |
| School postcode | TN23 3HG |
| School telephone number | 01233623465 |
| School parliamentary constituency code | E14001069 |
| School parliamentary constituency name | Ashford |
| Religious denomination | Church of England |
| Age range | 3-19 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | NON SEL IN HIGHLY SEL AREA |
| 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) | 1747 |
| Total boys on roll (including part-time pupils) | 890 |
| Total girls on roll (including part-time pupils) | 857 |
| Number of pupils at the end of key stage 4 | 236 |
| Number of boys at the end of key stage 4 | 131 |
| % of pupils at the end of key stage 4 who are boys | 55.50% |
| Number of girls at the end of key stage 4 | 105 |
| % of pupils at the end key stage 4 who are girls | 44.50% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.1 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 78 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 35.60% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 129 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 58.90% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 12 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 5.50% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 96 |
| Percentage of key stage 2 disadvantaged pupils | 40.70% |
| Number of key stage 2 pupils who are not disadvantaged | 140 |
| Percentage of key stage 2 pupils who are not disadvantaged | 59.30% |
| Number of eligible pupils with English as additional language (EAL) | 39 |
| Percentage of eligible pupils with English as additional language (EAL) | 16.50% |
| Number of eligible pupils with English as first language | 196 |
| Percentage of eligible pupils with English as first language | 83.10% |
| Number of eligible pupils with unclassified language | 1 |
| Percentage of eligible pupils with unclassified language | 0.40% |
| Number of pupils at the end of key stage 4 who are non-mobile | 222 |
| % of pupils at the end of key stage 4 who are non-mobile | 94.10% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.50% |
| 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 | 57 |
| % 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 | 24.20% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 51 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 21.60% |
| Total sum of Attainment 8 scores | 7505.5 |
| Average Attainment 8 score per pupil | 31.8 |
| Total sum of Attainment 8 scores for English element | 1757 |
| Average Attainment 8 score per pupil for English element | 7.4 |
| Total sum of Attainment 8 scores for mathematics element | 1496 |
| Average Attainment 8 score per pupil for mathematics element | 6.3 |
| Total sum of Attainment 8 scores for EBacc element | 2110 |
| Average Attainment 8 score per pupil for EBacc element | 8.9 |
| Total sum of Attainment 8 scores for open element | 2142.5 |
| Average Attainment 8 score per pupil for open element | 9.1 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2018 |
| Average Attainment 8 score per pupil for open element - GCSE only | 8.6 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 124.5 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0.5 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.5 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.6 |
| Number of pupils included in Progress 8 measure | 219 |
| 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 | 93% |
| Progress 8 measure after adjustment for extreme scores | -0.72 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.91 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.53 |
| Progress 8 measure based on unadjusted pupil scores | -0.72 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.91 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.53 |
| Progress 8 measure for English element | -0.59 |
| Lower 95% confidence interval for Progress 8 English element | -0.8 |
| Upper 95% confidence interval for Progress 8 English element | -0.37 |
| Progress 8 measure for mathematics element | -0.64 |
| Lower 95% confidence interval for Progress 8 maths element | -0.84 |
| Upper 95% confidence interval for Progress 8 maths element | -0.45 |
| Progress 8 measure for EBacc element | -0.73 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.94 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.51 |
| Progress 8 measure for open element | -0.86 |
| Lower 95% confidence interval for Progress 8 open element | -1.08 |
| Upper 95% confidence interval for Progress 8 open element | -0.65 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 39.80% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 20.30% |
| Total EBacc APS score per pupil | 644.05 |
| Average EBacc APS score per pupil | 2.73 |
| Average EBacc APS score per disadvantaged pupil | 2.06 |
| Average EBacc APS score per non-disadvantaged pupil | 3.19 |
| Average EBacc APS score per pupil with low prior attainment | 1.81 |
| Average EBacc APS score per pupil with middle prior attainment | 3.18 |
| Average EBacc APS score per pupil with high prior attainment | 4.67 |
| Average EBacc APS score per pupil for whom English is an additional language | 2.8 |
| Average EBacc APS score per girl | 2.7 |
| Average EBacc APS score per boy | 2.75 |
| Average EBacc APS score per non-mobile pupil | 2.8 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 68 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 28.80% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 5.90% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 0.80% |
| Number of pupils entering the English Baccalaureate English subject area | 219 |
| % of pupils entering the English Baccalaureate English subject area | 92.80% |
| Number of pupils entering the English Baccalaureate Maths subject area | 230 |
| % of pupils entering the English Baccalaureate Maths subject area | 97.50% |
| Number of pupils entering the English Baccalaureate Science subject area | 225 |
| % of pupils entering the English Baccalaureate Science subject area | 95.30% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 206 |
| % of pupils entering the English Baccalaureate Humanities subject area | 87.30% |
| Number of pupils entering the English Baccalaureate Language subject area | 68 |
| % of pupils entering the English Baccalaureate Language subject area | 28.80% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 53.00% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 40.70% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 46.20% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 24.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 40.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 24.00% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 34.00% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 21.80% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 26.50% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 8.80% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 209 |
| 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 | 191 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 93% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 61 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 90% |
| English Baccalaureate Science Value Added measure | -0.57 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.77 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.38 |
| EBacc Humanities VA measure | -1 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -1.25 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.75 |
| English Baccalaureate Languages Value Added measure | -1.88 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -2.37 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -1.39 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 125 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 96 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 109 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 57 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 90 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 54 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 70 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 45 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 18 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 6 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 53 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 22.50% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 207 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 87.70% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 215 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 91.10% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 209 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 92.90% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 172 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 83.50% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 55 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 80.90% |
| Average Attainment 8 score per disadvantaged pupil | 24.3 |
| Number of disadvantaged pupils in Progress 8 measure | 89 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - disadvantaged pupils | -1.23 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.52 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.94 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -1.23 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.53 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.94 |
| Average Attainment 8 score per non-disadvantaged pupil | 36.9 |
| Number of non-disadvantaged pupils in Progress 8 measure | 130 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.37 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.62 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.13 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.37 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.62 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.13 |
| Average Attainment 8 score per disadvantaged pupil for English element | 5.8 |
| Progress 8 measure for English element - disadvantaged pupils | -1.17 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.51 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.83 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 5 |
| Progress 8 measure for maths element - disadvantaged pupils | -1.06 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.37 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.76 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.8 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.2 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.54 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.86 |
| Average Attainment 8 score per disadvantaged pupil for open element | 6.7 |
| Progress 8 measure for open element - disadvantaged pupils | -1.43 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.76 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.09 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 8.6 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.19 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.47 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.09 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 7.3 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.35 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.61 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.1 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 10.4 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.4 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.69 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.12 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 10.7 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.48 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.75 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.2 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 6.5 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.2 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 9.9 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.7 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -25.7 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.39 |
| Average Attainment 8 score per pupil with low prior attainment | 22.1 |
| Number of pupils with low prior attainment included in Progress 8 measure | 78 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.57 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.89 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.26 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.57 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.89 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.25 |
| Average Attainment 8 score per pupil with middle prior attainment | 36.7 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 129 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.79 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.03 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.54 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.79 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.04 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.54 |
| Average Attainment 8 score per pupil with high prior attainment | 52.2 |
| Number of pupils with high prior attainment included in Progress 8 measure | 12 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.98 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.78 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.18 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.98 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.8 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.17 |
| Average Attainment 8 score per pupil for whom English is an additional language | 32.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 7.6 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 6.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 9.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 9.5 |
| 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 | 0.3 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 24 |
| 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 | -0.22 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.78 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.35 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | -0.23 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.81 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.34 |
| Average Attainment 8 score per girl | 32.3 |
| Average Attainment 8 score per girl for English element | 7.8 |
| Average Attainment 8 score per girl for mathematics element | 5.9 |
| Average Attainment 8 score per girl for EBacc element | 8.9 |
| Average Attainment 8 score per girl for open element | 9.7 |
| Average Attainment 8 score per girl - GCSE only | 9.1 |
| Average Attainment 8 score per girl - non-GCSE only | 0.7 |
| Number of girls included in Progress 8 measure | 97 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | -0.7 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.98 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -0.42 |
| Unadjusted Progress 8 measure - girls | -0.7 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.98 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -0.41 |
| Average Attainment 8 score per boy | 31.4 |
| Average Attainment 8 score per boy for English element | 7.2 |
| Average Attainment 8 score per boy for mathematics element | 6.7 |
| Average Attainment 8 score per boy for EBacc element | 9 |
| Average Attainment 8 score per boy for open element | 8.5 |
| Average Attainment 8 score per boy - GCSE only | 8.1 |
| Average Attainment 8 score per boy - non-GCSE only | 0.4 |
| Number of boys included in Progress 8 measure | 122 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | -0.74 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.99 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.49 |
| Unadjusted Progress 8 measure - boys | -0.74 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -1 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.49 |
| Average Attainment 8 score per non-mobile pupil | 32.7 |
| Average Attainment 8 score per non-mobile pupil for English element | 7.6 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 6.5 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 9.2 |
| Average Attainment 8 score per non-mobile pupil for open element | 9.4 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 8.8 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.6 |
| Number of non-mobile pupils included in Progress 8 measure | 208 |
| Number of non-mobile pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.64 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.83 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.44 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.64 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.83 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.44 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
| EBacc entered % by low prior attainment | 10.30% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 1.30% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 43 |
| EBacc entered % by middle prior attainment | 33.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 7.80% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 0.80% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 10 |
| EBacc entered % by high prior attainment | 83.30% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 16.70% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 8.30% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 16.70% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 37.10% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 3.10% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 7.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.40% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.45 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.64 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.66 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.95 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.33 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.76 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.11 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.25 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.38 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.81 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.55 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.8 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -3.33 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.12 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.82 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.63 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.26 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.08 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.59 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.11 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.79 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.38 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.89 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.17 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.48 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.95 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.81 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.5 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.12 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.32 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.21 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.79 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.43 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.2 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -2.3 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.05 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -3.18 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.26 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -2.37 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.81 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.9 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.21 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -2.38 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.11 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -4.54 |
| % of boys with entries in all English Baccalaureate subject areas | 32.10% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 6.10% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 0.00% |
| % of girls with entries in all English Baccalaureate subject areas | 24.80% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 5.70% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 1.90% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 29.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 6.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 0.90% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 46.20% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 10.30% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 5.10% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 32.20% |
| % of pupils achieving any qualifications | 96.20% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 21.90% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 52.10% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 12 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 15.40% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 67 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 51.90% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 10 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 83.30% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 40.50% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 39.00% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 43.60% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 41.90% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 9.40% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 27.90% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 6.40% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 34 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 26.40% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 8 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 66.70% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 20.60% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 20.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 20.50% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 21.20% |
| % of pupils entering more than one language | 0.80% |
| % of pupils entering biology, chemistry and physics | 4.20% |
| Average number of KS4 entries per pupil | 7.8 |
| Average number of KS4 entries per pupil with low prior attainment | 7.1 |
| Average number of KS4 entries per pupil with middle prior attainment | 8 |
| Average number of KS4 entries per pupil with high prior attainment | 9.3 |
| Average number of KS4 entries per disadvantaged pupil | 7.2 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.2 |
| Average number of GCSE entries per pupil | 7.6 |
| Average number of GCSE entries per pupil with low prior attainment | 6.9 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.8 |
| Average number of GCSE entries per pupil with high prior attainment | 9 |
| Average number of GCSE entries per disadvantaged pupil | 7 |
| Average number of GCSE entries per non-disadvantaged pupil | 8 |
| Total volume of entries without discounting | 1927 |
| 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 | Well below average |
| Number of pupils completing key stage 4 in 2020/21 | 202 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 171 |
| Apprenticeships (number of pupils) | 6 |
| 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) | 90 |
| Further education (number of pupils) | 45 |
| School sixth form (number of pupils) | SUPP |
| Sixth form college (number of pupils) | SUPP |
| Other education destination (number of pupils) | 0 |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 10 |
| Activity not captured (number of pupils) | 3 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 89% |
| Apprenticeships (percentage) | 5% |
| 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) | 78% |
| Further education (percentage) | 39% |
| School sixth form (percentage) | SUPP |
| Sixth form college (percentage) | SUPP |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 9% |
| Activity not captured (percentage) | 3% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 87 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 69 |
| 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 | 115 |
| 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) | 102 |
| Number of pupils completing key stage 4 in 2019/20 | 191 |
| 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 | 67 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 82% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 124 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
| Number of pupils completing key stage 4 in 2018/19 | 198 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 71 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 89% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 127 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 7 |
| Upper confidence limit on the progression score for the total cohort | 17 |
| Lower confidence limit on the progression score for the total cohort | -3 |
| Cohort size | 68 |
| Progressed | 76% |
| Apprenticeships | 3% |
| Higher Education | 74% |
| Top third | 15% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 68 |
| Progressed for academic/applied general cohort | 76% |
| Progression score for academic/applied general cohort | 7 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -2 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | 71% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 71% |
| Top third for disadvantaged students | 12% |
| Higher technical for disadvantaged students | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 76 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 67 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 9 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 39 |
| Further education (level 3 and below) (All levels of study) (number of students) | 3 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 36 |
| 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) | 19 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 7 |
| Activity not captured in data (All levels of study) (number of students) | 2 |
| 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) | 12% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 51% |
| Further education (level 3 and below) (All levels of study) (percentage) | 4% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 47% |
| 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) | 25% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
| Activity not captured in data (All levels of study) (percentage) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 22 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 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) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 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) | 54 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 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) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 75 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 67 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 9 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 39 |
| Further education (level 3 and below) (Level 3) (number of students) | 3 |
| Higher education (level 4 and above) (Level 3) (number of students) | 36 |
| 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) | 19 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 6 |
| Activity not captured in data (Level 3) (number of students) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 89% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 12% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 52% |
| Further education (level 3 and below) (Level 3) (percentage) | 4% |
| Higher education (level 4 and above) (Level 3) (percentage) | 48% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 25% |
| 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) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
| Other education destinations (Level 2) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Activity not captured in data (Level 2) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
| Other education destinations (Level 2) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Activity not captured in data (Level 2) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
| Other education destinations (L1, entry level and other) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
| Other education destinations (L1, entry level and other) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 7 |
| Upper confidence limit on the progression score for the total cohort | 17 |
| Lower confidence limit on the progression score for the total cohort | -3 |
| Cohort size | 68 |
| Progressed | 76% |
| Apprenticeships | 3% |
| Higher Education | 74% |
| Top third | 15% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 68 |
| Progressed for academic/applied general cohort | 76% |
| Progression score for academic/applied general cohort | 7 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -2 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | 71% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 71% |
| Top third for disadvantaged students | 12% |
| Higher technical for disadvantaged students | 0% |