Guru Nanak Sikh Academy
All-through Academy school in Hayes UB4 0LT
All-through Academy school in Hayes UB4 0LT
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1560 |
| Number of girls on roll | 767 |
| Number of boys on roll | 793 |
| Percentage of girls on roll | 49.2 |
| Percentage of boys on roll | 50.8 |
| Number of eligible pupils with an EHC plan | 29 |
| Percentage of eligible pupils with an EHC plan | 1.9 |
| Number of eligible pupils with SEN support | 126 |
| Percentage of eligible pupils with SEN support | 8.1 |
| No. pupils where English not first language | 1055 |
| No. pupils with English first language | 505 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 67.6 |
| % pupils with English first language | 32.4 |
| No. pupils eligible for free school meals | 212 |
| Number of pupils eligible for FSM at any time during the past 6 years | 203 |
| Total pupils for FSMEver | 1372 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 14.8 |
| Alphabetic index | 10840 |
|---|---|
| School address (1) | Springfield Road |
| School town | Hayes |
| School postcode | UB4 0LT |
| School telephone number | 2085736085 |
| School parliamentary constituency code | E14001276 |
| School parliamentary constituency name | Hayes and Harlington |
| Converter academy: URN | 0 |
| Religious denomination | Sikh |
| Age range | 4-18 |
| School published in secondary school (key stage 4) performance tables | 0 |
| School published in school and college (key stage 5) performance tables | 0 |
| Total number of pupils (including part-time pupils) | 1560 |
| Number of pupils aged 11 | 60 |
| Published eligible pupil number | 60 |
| Eligible boys on school roll at time of tests | 34 |
| Eligible girls on school roll at time of tests | 26 |
| Percentage of eligible boys on school roll at time of tests | 57% |
| Percentage of eligible girls on school roll at time of tests | 43% |
| 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) | 5 |
| Percentage of key stage 2 disadvantaged pupils | 8% |
| Number of key stage 2 pupils who are not disadvantaged | 55 |
| Percentage of key stage 2 pupils who are not disadvantaged | 92% |
| Number of eligible pupils with English as additional language (EAL) | 44 |
| Percentage of eligible pupils with English as additional language (EAL) | 73% |
| Number of eligible pupils classified as non-mobile | 59 |
| Percentage of eligible pupils classified as non-mobile | 98% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 78% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 15% |
| Percentage of pupils reaching the expected standard in reading | 90% |
| Percentage of pupils achieving a high score in reading | 42% |
| Percentage of pupils absent from or not able to access the test in reading | 0% |
| Average scaled score in reading | 108 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 93% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 75% |
| 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 | 113 |
| Percentage of pupils reaching the expected standard in maths | 93% |
| Percentage of pupils achieving a high score in maths | 55% |
| Percentage of pupils absent from or not able to access the test in maths | 0% |
| Average scaled score in maths | 110 |
| Percentage of pupils reaching the expected standard in writing | 82% |
| Percentage of pupils working at greater depth within the expected standard in writing | 18% |
| Percentage of pupils working towards the expected standard in writing | 17% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 83% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 68% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 92% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | SUPP |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | SUPP |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 70% |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 80% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 0% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 35% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | SUPP |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 5% |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 15% |
| Average scaled score in reading for boys | 106 |
| Average scaled score in reading for girls | 110 |
| Average scaled score in reading for disadvantaged pupils | SUPP |
| Average scaled score in reading for non-disadvantaged pupils | SUPP |
| Average scaled score in reading for EAL pupils | 107 |
| Average scaled score in reading for MOBN pupils | 108 |
| Average scaled score in maths for boys | 109 |
| Average scaled score in maths for girls | 111 |
| Average scaled score in maths for disadvantaged pupils | SUPP |
| Average scaled score in maths for non-disadvantaged pupils | SUPP |
| Average scaled score in maths for EAL pupils | 109 |
| Average scaled score in maths for MOBN pupils | 110 |
| Average scaled score in GPS for boys | 111 |
| Average scaled score in GPS for girls | 116 |
| Average scaled score in GPS for disadvantaged pupils | SUPP |
| Average scaled score in GPS for non-disadvantaged pupils | SUPP |
| Average scaled score in GPS for EAL pupils | 111 |
| Average scaled score in GPS for MOBN pupils | 113 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | SUPP |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | SUPP |
| Percentage of disadvantaged pupils reaching the expected standard in maths | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | SUPP |
| Percentage of disadvantaged pupils reaching the expected standard in writing | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | SUPP |
| Percentage of disadvantaged pupils achieving a high score in reading | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in reading | SUPP |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | SUPP |
| Percentage of disadvantaged pupils achieving a high score in maths | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in maths | SUPP |
| Percentage of disadvantaged pupils working at greater depth in writing | SUPP |
| Percentage of non-disadvantaged pupils working at greater depth in writing | SUPP |
| Number of eligible pupils with English as first language | 16 |
| Percentage of eligible pupils with English as first language | 27% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0% |
| Number of eligible pupils with EHC plan | 2 |
| Percentage of eligible pupils with EHC plan | 3% |
| Number of eligible pupils with SEN support | 4 |
| Percentage of eligible pupils with SEN support | 7% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 6 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 10% |
| Number of eligible pupils 2023 | 89 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 12% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 88% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 75% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 13% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 82% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 9% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 74% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 14% |
| Reading progress measure - one year prior | 0.4 |
| Reading progress measure - lower confidence limit - one year prior | -0.9 |
| Reading progress measure - upper confidence limit - one year prior | 1.7 |
| Writing progress measure - one year prior | 0.5 |
| Writing progress measure - lower confidence limit - one year prior | -0.8 |
| Writing progress measure - upper confidence limit - one year prior | 1.7 |
| Maths progress measure - one year prior | 3.9 |
| Maths progress measure - lower confidence limit - one year prior | 2.7 |
| Maths progress measure - upper confidence limit - one year prior | 5.2 |
| Average scaled score in reading - one year prior | 107 |
| Average scaled score in maths - one year prior | 109 |
| School address (1) | Springfield Road |
|---|---|
| School town | Hayes |
| School postcode | UB4 0LT |
| School telephone number | 02085736085 |
| School parliamentary constituency code | E14001276 |
| School parliamentary constituency name | Hayes and Harlington |
| Religious denomination | Sikh |
| Age range | 4-18 |
| 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) | 1560 |
| Total boys on roll (including part-time pupils) | 793 |
| Total girls on roll (including part-time pupils) | 767 |
| Number of pupils at the end of key stage 4 | 179 |
| Number of boys at the end of key stage 4 | 74 |
| % of pupils at the end of key stage 4 who are boys | 41.30% |
| Number of girls at the end of key stage 4 | 105 |
| % of pupils at the end key stage 4 who are girls | 58.70% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.2 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 22 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 13.30% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 92 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 55.40% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 52 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 31.30% |
| 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) | 28 |
| Percentage of key stage 2 disadvantaged pupils | 15.60% |
| Number of key stage 2 pupils who are not disadvantaged | 151 |
| Percentage of key stage 2 pupils who are not disadvantaged | 84.40% |
| Number of eligible pupils with English as additional language (EAL) | 119 |
| Percentage of eligible pupils with English as additional language (EAL) | 66.50% |
| Number of eligible pupils with English as first language | 60 |
| Percentage of eligible pupils with English as first language | 33.50% |
| 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 | 174 |
| % of pupils at the end of key stage 4 who are non-mobile | 97.20% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.80% |
| 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 | 15 |
| % 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 | 8.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 10 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 5.60% |
| Total sum of Attainment 8 scores | 9588.3 |
| Average Attainment 8 score per pupil | 53.6 |
| Total sum of Attainment 8 scores for English element | 1916 |
| Average Attainment 8 score per pupil for English element | 10.7 |
| Total sum of Attainment 8 scores for mathematics element | 1972 |
| Average Attainment 8 score per pupil for mathematics element | 11 |
| Total sum of Attainment 8 scores for EBacc element | 2929 |
| Average Attainment 8 score per pupil for EBacc element | 16.4 |
| Total sum of Attainment 8 scores for open element | 2771.3 |
| Average Attainment 8 score per pupil for open element | 15.5 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2413.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 13.5 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 357.8 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 2 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 3 |
| Average number of Open slots filled in Attainment 8 per pupil | 3 |
| Number of pupils included in Progress 8 measure | 166 |
| Number of pupils who have had P8 score adjusted in average | 0 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 93% |
| Progress 8 measure after adjustment for extreme scores | 0.43 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.22 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.65 |
| Progress 8 measure based on unadjusted pupil scores | 0.43 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.21 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.65 |
| Progress 8 measure for English element | 0.14 |
| Lower 95% confidence interval for Progress 8 English element | -0.1 |
| Upper 95% confidence interval for Progress 8 English element | 0.39 |
| Progress 8 measure for mathematics element | 0.62 |
| Lower 95% confidence interval for Progress 8 maths element | 0.39 |
| Upper 95% confidence interval for Progress 8 maths element | 0.84 |
| Progress 8 measure for EBacc element | 0.59 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.34 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.84 |
| Progress 8 measure for open element | 0.35 |
| Lower 95% confidence interval for Progress 8 open element | 0.1 |
| Upper 95% confidence interval for Progress 8 open element | 0.6 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 79.90% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 61.50% |
| Total EBacc APS score per pupil | 899.04 |
| Average EBacc APS score per pupil | 5.02 |
| Average EBacc APS score per disadvantaged pupil | 4.48 |
| Average EBacc APS score per non-disadvantaged pupil | 5.12 |
| Average EBacc APS score per pupil with low prior attainment | 2.69 |
| Average EBacc APS score per pupil with middle prior attainment | 5.02 |
| Average EBacc APS score per pupil with high prior attainment | 6.25 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.95 |
| Average EBacc APS score per girl | 5.2 |
| Average EBacc APS score per boy | 4.77 |
| Average EBacc APS score per non-mobile pupil | 5.03 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 156 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 87.20% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 38.50% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 24.00% |
| Number of pupils entering the English Baccalaureate English subject area | 179 |
| % of pupils entering the English Baccalaureate English subject area | 100.00% |
| Number of pupils entering the English Baccalaureate Maths subject area | 179 |
| % of pupils entering the English Baccalaureate Maths subject area | 100.00% |
| Number of pupils entering the English Baccalaureate Science subject area | 178 |
| % of pupils entering the English Baccalaureate Science subject area | 99.40% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 171 |
| % of pupils entering the English Baccalaureate Humanities subject area | 95.50% |
| Number of pupils entering the English Baccalaureate Language subject area | 161 |
| % of pupils entering the English Baccalaureate Language subject area | 89.90% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 83.80% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 68.70% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 86.00% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 69.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 79.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 66.90% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 64.90% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 52.00% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 60.20% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 52.80% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 165 |
| 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 | 158 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 92% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 148 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 92% |
| English Baccalaureate Science Value Added measure | 0.47 |
| English Baccalaureate Science Value Added lower 95% confidence limit | 0.24 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.69 |
| EBacc Humanities VA measure | -0.23 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.51 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.05 |
| English Baccalaureate Languages Value Added measure | -0.21 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.53 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.1 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 150 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 123 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 154 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 125 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 141 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 119 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 111 |
| 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 | 97 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 85 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 142 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 79.30% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 179 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 100.00% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 177 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.90% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 178 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 169 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.80% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 149 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 92.50% |
| Average Attainment 8 score per disadvantaged pupil | 48.1 |
| Number of disadvantaged pupils in Progress 8 measure | 24 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | 0.28 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.29 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.84 |
| Unadjusted Progress 8 measure - disadvantaged pupils | 0.28 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.3 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.85 |
| Average Attainment 8 score per non-disadvantaged pupil | 54.6 |
| Number of non-disadvantaged pupils in Progress 8 measure | 142 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.46 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.23 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.69 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.46 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.22 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.7 |
| Average Attainment 8 score per disadvantaged pupil for English element | 10.1 |
| Progress 8 measure for English element - disadvantaged pupils | 0.23 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.42 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.87 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.8 |
| Progress 8 measure for maths element - disadvantaged pupils | 0.45 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.14 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 1.05 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 14.8 |
| Progress 8 measure for EBacc element - disadvantaged pupils | 0.4 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.25 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 1.06 |
| Average Attainment 8 score per disadvantaged pupil for open element | 13.5 |
| Progress 8 measure for open element - disadvantaged pupils | 0.06 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.58 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.71 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 10.8 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.13 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.14 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.4 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11.2 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.65 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.4 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.89 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.7 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.62 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.35 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.89 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 15.8 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.4 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.13 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.67 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 11.6 |
| 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 | 13.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.9 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.12 |
| Average Attainment 8 score per pupil with low prior attainment | 28.9 |
| Number of pupils with low prior attainment included in Progress 8 measure | 22 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.25 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.34 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.84 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.25 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.35 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.85 |
| Average Attainment 8 score per pupil with middle prior attainment | 53.4 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 92 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.62 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.33 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.91 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.62 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.33 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.91 |
| Average Attainment 8 score per pupil with high prior attainment | 67.7 |
| Number of pupils with high prior attainment included in Progress 8 measure | 52 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.18 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.2 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.57 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.18 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.21 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.57 |
| Average Attainment 8 score per pupil for whom English is an additional language | 52.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 15.2 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.1 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.1 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 106 |
| 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 | 0.4 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.13 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.67 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.4 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.13 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.67 |
| Average Attainment 8 score per girl | 55.8 |
| Average Attainment 8 score per girl for English element | 11.4 |
| Average Attainment 8 score per girl for mathematics element | 11.1 |
| Average Attainment 8 score per girl for EBacc element | 16.8 |
| Average Attainment 8 score per girl for open element | 16.4 |
| Average Attainment 8 score per girl - GCSE only | 14.1 |
| Average Attainment 8 score per girl - non-GCSE only | 2.3 |
| Number of girls included in Progress 8 measure | 97 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 0.56 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.27 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.84 |
| Unadjusted Progress 8 measure - girls | 0.56 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.27 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.84 |
| Average Attainment 8 score per boy | 50.3 |
| Average Attainment 8 score per boy for English element | 9.6 |
| Average Attainment 8 score per boy for mathematics element | 10.8 |
| Average Attainment 8 score per boy for EBacc element | 15.7 |
| Average Attainment 8 score per boy for open element | 14.1 |
| Average Attainment 8 score per boy - GCSE only | 12.6 |
| Average Attainment 8 score per boy - non-GCSE only | 1.5 |
| Number of boys included in Progress 8 measure | 69 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | 0.26 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.07 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.6 |
| Unadjusted Progress 8 measure - boys | 0.26 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.08 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.6 |
| Average Attainment 8 score per non-mobile pupil | 53.7 |
| Average Attainment 8 score per non-mobile pupil for English element | 10.7 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 11.1 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 16.4 |
| Average Attainment 8 score per non-mobile pupil for open element | 15.6 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 13.5 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2 |
| Number of non-mobile pupils included in Progress 8 measure | 163 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.44 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.22 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.66 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.44 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.22 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.66 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 14 |
| EBacc entered % by low prior attainment | 63.60% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 85 |
| EBacc entered % by middle prior attainment | 92.40% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 34.80% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 19.60% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 44 |
| EBacc entered % by high prior attainment | 84.60% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 63.50% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 46.20% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 78.60% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 88.70% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 28.60% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 10.70% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 40.40% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 26.50% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.3 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.7 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.11 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.46 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.47 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.3 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.12 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.39 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.63 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.17 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.52 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.05 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.02 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.4 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.19 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 1.04 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.12 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.71 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.23 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.93 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.32 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.41 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.5 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.29 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.15 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.41 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.13 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.47 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.54 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.15 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.25 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.49 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.1 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.87 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.46 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.26 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.15 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.53 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.46 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.41 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.46 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.36 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.44 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.6 |
| % of boys with entries in all English Baccalaureate subject areas | 89.20% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 35.10% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 21.60% |
| % of girls with entries in all English Baccalaureate subject areas | 85.70% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 41.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 25.70% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 87.40% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 38.50% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 24.70% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 89.10% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 39.50% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 26.10% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 76.50% |
| % of pupils achieving any qualifications | 100.00% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 71.40% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 81.50% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 3 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 13.60% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 83 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 90.20% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 52 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 75.70% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 82.90% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 75.60% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 79.90% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 57.10% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 62.30% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 4.50% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 57 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 62.00% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 51 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 98.10% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 52.70% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 67.60% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 54.60% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 62.10% |
| % of pupils entering more than one language | 4.50% |
| % of pupils entering biology, chemistry and physics | 30.20% |
| Average number of KS4 entries per pupil | 9.2 |
| Average number of KS4 entries per pupil with low prior attainment | 7.5 |
| Average number of KS4 entries per pupil with middle prior attainment | 9.1 |
| Average number of KS4 entries per pupil with high prior attainment | 10.3 |
| Average number of KS4 entries per disadvantaged pupil | 8.6 |
| Average number of KS4 entries per non-disadvantaged pupil | 9.4 |
| Average number of GCSE entries per pupil | 8.8 |
| Average number of GCSE entries per pupil with low prior attainment | 6.8 |
| Average number of GCSE entries per pupil with middle prior attainment | 8.5 |
| Average number of GCSE entries per pupil with high prior attainment | 10.1 |
| Average number of GCSE entries per disadvantaged pupil | 8.2 |
| Average number of GCSE entries per non-disadvantaged pupil | 8.9 |
| Total volume of entries without discounting | 1659 |
| Total volume of covid-impacted entries without discounting | 3 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Above average |
| Number of pupils completing key stage 4 in 2020/21 | 177 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 175 |
| Apprenticeships (number of pupils) | 0 |
| 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) | SUPP |
| Further education (number of pupils) | SUPP |
| School sixth form (number of pupils) | 121 |
| 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) | 2 |
| Activity not captured (number of pupils) | 0 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 99% |
| Apprenticeships (percentage) | 0% |
| 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) | SUPP |
| Further education (percentage) | SUPP |
| School sixth form (percentage) | 80% |
| 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) | 1% |
| Activity not captured (percentage) | 0% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 25 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 25 |
| 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 | 152 |
| 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) | 150 |
| Number of pupils completing key stage 4 in 2019/20 | 181 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 34 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 147 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
| Number of pupils completing key stage 4 in 2018/19 | 184 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 37 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 100% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 147 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 10 |
| Upper confidence limit on the progression score for the total cohort | 20 |
| Lower confidence limit on the progression score for the total cohort | 0 |
| Cohort size | 63 |
| Progressed | 94% |
| Apprenticeships | 8% |
| Higher Education | 86% |
| Top third | 41% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 63 |
| Progressed for academic/applied general cohort | 94% |
| Progression score for academic/applied general cohort | 10 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 19 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
| 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 | 100% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 100% |
| Top third for disadvantaged students | 50% |
| 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) | 101 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 94 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 3 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 81 |
| Further education (level 3 and below) (All levels of study) (number of students) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 79 |
| Other education destinations (All levels of study) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 10 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 4 |
| Activity not captured in data (All levels of study) (number of students) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 93% |
| 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) | 80% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 78% |
| Other education destinations (All levels of study) (percentage) | 2% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 4% |
| 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) | 21 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 19 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 17 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
| 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) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
| 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) | 1 |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 90% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 81% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 10% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 5% |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 80 |
| 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) | 75 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
| 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) | 64 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| 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) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 8 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 94% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 4% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 80% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| 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) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 10% |
| 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) | 4% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 101 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 94 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 3 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 81 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 79 |
| Other education destinations (Level 3) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 10 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 4 |
| Activity not captured in data (Level 3) (number of students) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 93% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 80% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 78% |
| Other education destinations (Level 3) (percentage) | 2% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 4% |
| 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) | 21 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 19 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 17 |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 2 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 90% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 81% |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 10% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 5% |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 80 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 75 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 3 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 64 |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 8 |
| 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) | 3 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 94% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 4% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 80% |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 10% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 4% |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 3% |
| 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) | 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 | 10 |
| Upper confidence limit on the progression score for the total cohort | 20 |
| Lower confidence limit on the progression score for the total cohort | 0 |
| Cohort size | 63 |
| Progressed | 94% |
| Apprenticeships | 8% |
| Higher Education | 86% |
| Top third | 41% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 63 |
| Progressed for academic/applied general cohort | 94% |
| Progression score for academic/applied general cohort | 10 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 19 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
| 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 | 100% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 100% |
| Top third for disadvantaged students | 50% |
| Higher technical for disadvantaged students | 0% |