Malcolm Arnold Academy
Secondary Academy school in Northampton NN2 6JW
Secondary Academy school in Northampton NN2 6JW
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1357 |
| Number of girls on roll | 597 |
| Number of boys on roll | 760 |
| Percentage of girls on roll | 44 |
| Percentage of boys on roll | 56 |
| Number of eligible pupils with an EHC plan | 18 |
| Percentage of eligible pupils with an EHC plan | 1.3 |
| Number of eligible pupils with SEN support | 152 |
| Percentage of eligible pupils with SEN support | 11.2 |
| No. pupils where English not first language | 428 |
| No. pupils with English first language | 896 |
| No. pupils where first language is unclassified | 33 |
| % pupils where English not first language | 31.5 |
| % pupils with English first language | 66 |
| No. pupils eligible for free school meals | 287 |
| Number of pupils eligible for FSM at any time during the past 6 years | 287 |
| Total pupils for FSMEver | 1252 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 22.9 |
| School address (1) | Trinity Avenue |
|---|---|
| School town | Northampton |
| School postcode | NN2 6JW |
| School telephone number | 01604778000 |
| School parliamentary constituency code | E14001406 |
| School parliamentary constituency name | Northampton North |
| 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) | 1357 |
| Total boys on roll (including part-time pupils) | 760 |
| Total girls on roll (including part-time pupils) | 597 |
| Number of pupils at the end of key stage 4 | 222 |
| Number of boys at the end of key stage 4 | 122 |
| % of pupils at the end of key stage 4 who are boys | 55.00% |
| Number of girls at the end of key stage 4 | 100 |
| % of pupils at the end key stage 4 who are girls | 45.00% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.2 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 61 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 29.50% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 104 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 50.20% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 42 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 20.30% |
| 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) | 50 |
| Percentage of key stage 2 disadvantaged pupils | 22.50% |
| Number of key stage 2 pupils who are not disadvantaged | 172 |
| Percentage of key stage 2 pupils who are not disadvantaged | 77.50% |
| Number of eligible pupils with English as additional language (EAL) | 55 |
| Percentage of eligible pupils with English as additional language (EAL) | 24.80% |
| Number of eligible pupils with English as first language | 167 |
| Percentage of eligible pupils with English as first language | 75.20% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0.00% |
| Number of pupils at the end of key stage 4 who are non-mobile | 205 |
| % of pupils at the end of key stage 4 who are non-mobile | 92.30% |
| 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 | 34 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 15.30% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 31 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.00% |
| Total sum of Attainment 8 scores | 9818 |
| Average Attainment 8 score per pupil | 44.2 |
| Total sum of Attainment 8 scores for English element | 2189 |
| Average Attainment 8 score per pupil for English element | 9.9 |
| Total sum of Attainment 8 scores for mathematics element | 2012 |
| Average Attainment 8 score per pupil for mathematics element | 9.1 |
| Total sum of Attainment 8 scores for EBacc element | 2799 |
| Average Attainment 8 score per pupil for EBacc element | 12.6 |
| Total sum of Attainment 8 scores for open element | 2818 |
| Average Attainment 8 score per pupil for open element | 12.7 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2365.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 10.7 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 452.5 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 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 | 207 |
| Number of pupils who have had P8 score adjusted in average | 3 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 93% |
| Progress 8 measure after adjustment for extreme scores | 0.04 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.15 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.23 |
| Progress 8 measure based on unadjusted pupil scores | 0.03 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.17 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.23 |
| Progress 8 measure for English element | 0.15 |
| Lower 95% confidence interval for Progress 8 English element | -0.07 |
| Upper 95% confidence interval for Progress 8 English element | 0.37 |
| Progress 8 measure for mathematics element | 0.22 |
| Lower 95% confidence interval for Progress 8 maths element | 0.02 |
| Upper 95% confidence interval for Progress 8 maths element | 0.43 |
| Progress 8 measure for EBacc element | -0.04 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.26 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.18 |
| Progress 8 measure for open element | -0.1 |
| Lower 95% confidence interval for Progress 8 open element | -0.33 |
| Upper 95% confidence interval for Progress 8 open element | 0.12 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 62.60% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 41.90% |
| Total EBacc APS score per pupil | 873.2 |
| Average EBacc APS score per pupil | 3.93 |
| Average EBacc APS score per disadvantaged pupil | 2.98 |
| Average EBacc APS score per non-disadvantaged pupil | 4.21 |
| Average EBacc APS score per pupil with low prior attainment | 2.25 |
| Average EBacc APS score per pupil with middle prior attainment | 4.2 |
| Average EBacc APS score per pupil with high prior attainment | 5.96 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.43 |
| Average EBacc APS score per girl | 3.89 |
| Average EBacc APS score per boy | 3.97 |
| Average EBacc APS score per non-mobile pupil | 4.06 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 87 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 39.20% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 23.90% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 18.50% |
| Number of pupils entering the English Baccalaureate English subject area | 215 |
| % of pupils entering the English Baccalaureate English subject area | 96.80% |
| Number of pupils entering the English Baccalaureate Maths subject area | 217 |
| % of pupils entering the English Baccalaureate Maths subject area | 97.70% |
| Number of pupils entering the English Baccalaureate Science subject area | 214 |
| % of pupils entering the English Baccalaureate Science subject area | 96.40% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 195 |
| % of pupils entering the English Baccalaureate Humanities subject area | 87.80% |
| Number of pupils entering the English Baccalaureate Language subject area | 89 |
| % of pupils entering the English Baccalaureate Language subject area | 40.10% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 76.60% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 57.20% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 68.50% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 48.60% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 60.30% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 39.70% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 55.40% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 45.60% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 74.20% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 61.80% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 199 |
| 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 | 184 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 94% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 85 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 96% |
| English Baccalaureate Science Value Added measure | 0.01 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.2 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.21 |
| EBacc Humanities VA measure | -0.11 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.37 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.15 |
| English Baccalaureate Languages Value Added measure | 0.1 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.32 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.51 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 170 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 127 |
| 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 | 108 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 129 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 85 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 108 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 89 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 66 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 55 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 82 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 36.90% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 213 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 95.90% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 214 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.40% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 212 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.10% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 191 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.90% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 87 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 97.80% |
| Average Attainment 8 score per disadvantaged pupil | 34.4 |
| Number of disadvantaged pupils in Progress 8 measure | 47 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.56 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.97 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.16 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.56 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.98 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.15 |
| Average Attainment 8 score per non-disadvantaged pupil | 47.1 |
| Number of non-disadvantaged pupils in Progress 8 measure | 160 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.22 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.44 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.21 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.02 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.43 |
| Average Attainment 8 score per disadvantaged pupil for English element | 7.9 |
| Progress 8 measure for English element - disadvantaged pupils | -0.5 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.97 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.04 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 7 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.32 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.75 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.1 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.6 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.59 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.06 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.12 |
| Average Attainment 8 score per disadvantaged pupil for open element | 9.9 |
| Progress 8 measure for open element - disadvantaged pupils | -0.74 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.2 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.27 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 10.4 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.34 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.09 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.59 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.7 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.39 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.16 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.62 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.5 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.12 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.13 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.37 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13.5 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.08 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.17 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.33 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.9 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 11.4 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.1 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -15.6 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.72 |
| Average Attainment 8 score per pupil with low prior attainment | 27.3 |
| Number of pupils with low prior attainment included in Progress 8 measure | 61 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.06 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.3 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.41 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.06 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.3 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.42 |
| Average Attainment 8 score per pupil with middle prior attainment | 47.5 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 104 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.15 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.12 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.43 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.15 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.12 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.43 |
| Average Attainment 8 score per pupil with high prior attainment | 62.7 |
| Number of pupils with high prior attainment included in Progress 8 measure | 42 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.27 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.7 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.16 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.32 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.75 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.12 |
| Average Attainment 8 score per pupil for whom English is an additional language | 48.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.9 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 13.7 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 10.9 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.8 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 48 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.55 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.15 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.95 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.55 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.14 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.96 |
| Average Attainment 8 score per girl | 45 |
| Average Attainment 8 score per girl for English element | 10.6 |
| Average Attainment 8 score per girl for mathematics element | 8.6 |
| Average Attainment 8 score per girl for EBacc element | 12.2 |
| Average Attainment 8 score per girl for open element | 13.6 |
| Average Attainment 8 score per girl - GCSE only | 11.5 |
| Average Attainment 8 score per girl - non-GCSE only | 2.1 |
| Number of girls included in Progress 8 measure | 94 |
| Number of girls in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - girls | 0.12 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.17 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.4 |
| Unadjusted Progress 8 measure - girls | 0.1 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.2 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.39 |
| Average Attainment 8 score per boy | 43.6 |
| Average Attainment 8 score per boy for English element | 9.3 |
| Average Attainment 8 score per boy for mathematics element | 9.4 |
| Average Attainment 8 score per boy for EBacc element | 13 |
| Average Attainment 8 score per boy for open element | 11.9 |
| Average Attainment 8 score per boy - GCSE only | 10 |
| Average Attainment 8 score per boy - non-GCSE only | 2 |
| Number of boys included in Progress 8 measure | 113 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | -0.02 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.28 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.24 |
| Unadjusted Progress 8 measure - boys | -0.02 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.29 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.24 |
| Average Attainment 8 score per non-mobile pupil | 45.7 |
| Average Attainment 8 score per non-mobile pupil for English element | 10.1 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 9.3 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 13 |
| Average Attainment 8 score per non-mobile pupil for open element | 13.2 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 11.1 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.2 |
| Number of non-mobile pupils included in Progress 8 measure | 198 |
| Number of non-mobile pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.1 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.1 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.29 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.09 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.12 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.29 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
| EBacc entered % by low prior attainment | 13.10% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 1.60% |
| 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 | 46 |
| EBacc entered % by middle prior attainment | 44.20% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 24.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 14.40% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 30 |
| EBacc entered % by high prior attainment | 71.40% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 64.30% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 61.90% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 22.00% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 44.20% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 12.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 10.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 27.30% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 20.90% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.03 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.03 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.09 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.3 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.09 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.02 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.05 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.43 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.65 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.02 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.49 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.27 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.01 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.13 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.13 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.14 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.73 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.32 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.14 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.4 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.34 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.32 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.25 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.36 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.54 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.07 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.23 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.31 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.27 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.52 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.48 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.31 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.4 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.13 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.99 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.02 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.29 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.58 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.31 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.79 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.77 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.84 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.29 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.71 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.69 |
| % of boys with entries in all English Baccalaureate subject areas | 41.80% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 23.80% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 16.40% |
| % of girls with entries in all English Baccalaureate subject areas | 36.00% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 24.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 21.00% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 41.50% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 25.90% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 20.00% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 49.10% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 27.30% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 23.60% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 55.00% |
| % of pupils achieving any qualifications | 98.20% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 46.00% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 67.40% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 11 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 18.00% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 80 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 76.90% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 39 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 92.90% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 61.50% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 64.00% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 63.60% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 64.40% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 30.00% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 45.30% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 53 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 51.00% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 36 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 85.70% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 41.00% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 43.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 45.50% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 44.40% |
| % of pupils entering more than one language | 2.70% |
| % of pupils entering biology, chemistry and physics | 14.90% |
| Average number of KS4 entries per pupil | 7.3 |
| Average number of KS4 entries per pupil with low prior attainment | 6.7 |
| Average number of KS4 entries per pupil with middle prior attainment | 7.4 |
| Average number of KS4 entries per pupil with high prior attainment | 8 |
| Average number of KS4 entries per disadvantaged pupil | 6.7 |
| Average number of KS4 entries per non-disadvantaged pupil | 7.5 |
| Average number of GCSE entries per pupil | 6.8 |
| Average number of GCSE entries per pupil with low prior attainment | 5.9 |
| Average number of GCSE entries per pupil with middle prior attainment | 6.9 |
| Average number of GCSE entries per pupil with high prior attainment | 7.9 |
| Average number of GCSE entries per disadvantaged pupil | 6.1 |
| Average number of GCSE entries per non-disadvantaged pupil | 7 |
| Total volume of entries without discounting | 1660 |
| 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 | 224 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 206 |
| Apprenticeships (number of pupils) | SUPP |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 158 |
| Further education (number of pupils) | 79 |
| School sixth form (number of pupils) | 79 |
| Sixth form college (number of pupils) | 0 |
| 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) | 8 |
| Activity not captured (number of pupils) | 2 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
| Apprenticeships (percentage) | SUPP |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 91% |
| Further education (percentage) | 46% |
| School sixth form (percentage) | 46% |
| Sixth form college (percentage) | 0% |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 5% |
| Activity not captured (percentage) | 1% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 51 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 43 |
| 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 | 173 |
| 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) | 163 |
| Number of pupils completing key stage 4 in 2019/20 | 235 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 62 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 85% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 173 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
| Number of pupils completing key stage 4 in 2018/19 | NA |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | NA |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | NA |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 13 |
| Upper confidence limit on the progression score for the total cohort | 24 |
| Lower confidence limit on the progression score for the total cohort | 1 |
| Cohort size | 50 |
| Progressed | 86% |
| Apprenticeships | 0% |
| Higher Education | 86% |
| Top third | 22% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 50 |
| Progressed for academic/applied general cohort | 86% |
| Progression score for academic/applied general cohort | 13 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 1 |
| 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 | 91% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 91% |
| Top third for disadvantaged students | 9% |
| 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) | 68 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 59 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 2 |
| 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) | 1 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 39 |
| 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) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 87% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 3% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 59% |
| Further education (level 3 and below) (All levels of study) (percentage) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 57% |
| 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) | 10% |
| 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) | 17 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 14 |
| 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) | 82% |
| 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) | 51 |
| 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) | 45 |
| 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) | 88% |
| 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) | 65 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 58 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 1 |
| 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) | 1 |
| Higher education (level 4 and above) (Level 3) (number of students) | 39 |
| 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) | 17 |
| 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) | 1 |
| 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) | 2% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 62% |
| Further education (level 3 and below) (Level 3) (percentage) | 2% |
| Higher education (level 4 and above) (Level 3) (percentage) | 60% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 26% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
| 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) | 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) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (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 (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 3 |
| 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 | 13 |
| Upper confidence limit on the progression score for the total cohort | 24 |
| Lower confidence limit on the progression score for the total cohort | 1 |
| Cohort size | 50 |
| Progressed | 86% |
| Apprenticeships | 0% |
| Higher Education | 86% |
| Top third | 22% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 50 |
| Progressed for academic/applied general cohort | 86% |
| Progression score for academic/applied general cohort | 13 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 1 |
| 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 | 91% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 91% |
| Top third for disadvantaged students | 9% |
| Higher technical for disadvantaged students | 0% |