For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1930 |
Number of girls on roll | 906 |
Number of boys on roll | 1024 |
Percentage of girls on roll | 46.9 |
Percentage of boys on roll | 53.1 |
Number of eligible pupils with an EHC plan | 158 |
Percentage of eligible pupils with an EHC plan | 8.2 |
Number of eligible pupils with SEN support | 92 |
Percentage of eligible pupils with SEN support | 4.8 |
No. pupils where English not first language | 214 |
No. pupils with English first language | 1714 |
No. pupils where first language is unclassified | 2 |
% pupils where English not first language | 11.1 |
% pupils with English first language | 88.8 |
No. pupils eligible for free school meals | 193 |
Number of pupils eligible for FSM at any time during the past 6 years | 177 |
Total pupils for FSMEver | 1490 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 11.9 |
School address (1) | West Street |
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School address (2) | Comberton |
School town | Cambridge |
School postcode | CB23 7DU |
School telephone number | 01223262503 |
School parliamentary constituency code | E14001481 |
School parliamentary constituency name | South Cambridgeshire |
Religious denomination | None |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1930 |
Total boys on roll (including part-time pupils) | 1024 |
Total girls on roll (including part-time pupils) | 906 |
Number of pupils at the end of key stage 4 | 295 |
Number of boys at the end of key stage 4 | 168 |
% of pupils at the end of key stage 4 who are boys | 56.90% |
Number of girls at the end of key stage 4 | 127 |
% of pupils at the end key stage 4 who are girls | 43.10% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.7 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 42 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 15.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 126 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 47.20% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 99 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 37.10% |
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) | 32 |
Percentage of key stage 2 disadvantaged pupils | 10.80% |
Number of key stage 2 pupils who are not disadvantaged | 263 |
Percentage of key stage 2 pupils who are not disadvantaged | 89.20% |
Number of eligible pupils with English as additional language (EAL) | 29 |
Percentage of eligible pupils with English as additional language (EAL) | 9.80% |
Number of eligible pupils with English as first language | 265 |
Percentage of eligible pupils with English as first language | 89.80% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 0.30% |
Number of pupils at the end of key stage 4 who are non-mobile | 290 |
% of pupils at the end of key stage 4 who are non-mobile | 98.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 32 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 10.80% |
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 | 44 |
% 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 | 14.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 12 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 4.10% |
Total sum of Attainment 8 scores | 16407.3 |
Average Attainment 8 score per pupil | 55.6 |
Total sum of Attainment 8 scores for English element | 3218 |
Average Attainment 8 score per pupil for English element | 10.9 |
Total sum of Attainment 8 scores for mathematics element | 3304 |
Average Attainment 8 score per pupil for mathematics element | 11.2 |
Total sum of Attainment 8 scores for EBacc element | 4999.5 |
Average Attainment 8 score per pupil for EBacc element | 16.9 |
Total sum of Attainment 8 scores for open element | 4885.8 |
Average Attainment 8 score per pupil for open element | 16.6 |
Total sum of Attainment 8 scores for open element - GCSE only | 4482.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 15.2 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 403.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.4 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 267 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 91% |
Progress 8 measure after adjustment for extreme scores | 0.4 |
Progress 8 lower 95% confidence interval for adjusted average | 0.23 |
Progress 8 upper 95% confidence interval for adjusted average | 0.57 |
Progress 8 measure based on unadjusted pupil scores | 0.4 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.22 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.57 |
Progress 8 measure for English element | 0.02 |
Lower 95% confidence interval for Progress 8 English element | -0.18 |
Upper 95% confidence interval for Progress 8 English element | 0.21 |
Progress 8 measure for mathematics element | 0.43 |
Lower 95% confidence interval for Progress 8 maths element | 0.25 |
Upper 95% confidence interval for Progress 8 maths element | 0.61 |
Progress 8 measure for EBacc element | 0.55 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.35 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.75 |
Progress 8 measure for open element | 0.48 |
Lower 95% confidence interval for Progress 8 open element | 0.28 |
Upper 95% confidence interval for Progress 8 open element | 0.67 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 76.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 65.80% |
Total EBacc APS score per pupil | 1486.34 |
Average EBacc APS score per pupil | 5.04 |
Average EBacc APS score per disadvantaged pupil | 3.36 |
Average EBacc APS score per non-disadvantaged pupil | 5.24 |
Average EBacc APS score per pupil with low prior attainment | 2.14 |
Average EBacc APS score per pupil with middle prior attainment | 4.56 |
Average EBacc APS score per pupil with high prior attainment | 6.79 |
Average EBacc APS score per pupil for whom English is an additional language | 5.88 |
Average EBacc APS score per girl | 5.1 |
Average EBacc APS score per boy | 4.99 |
Average EBacc APS score per non-mobile pupil | 5.03 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 146 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 49.50% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 36.60% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 30.50% |
Number of pupils entering the English Baccalaureate English subject area | 280 |
% of pupils entering the English Baccalaureate English subject area | 94.90% |
Number of pupils entering the English Baccalaureate Maths subject area | 287 |
% of pupils entering the English Baccalaureate Maths subject area | 97.30% |
Number of pupils entering the English Baccalaureate Science subject area | 286 |
% of pupils entering the English Baccalaureate Science subject area | 96.90% |
Number of pupils entering the English Baccalaureate Humanities subject area | 162 |
% of pupils entering the English Baccalaureate Humanities subject area | 54.90% |
Number of pupils entering the English Baccalaureate Language subject area | 234 |
% of pupils entering the English Baccalaureate Language subject area | 79.30% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 83.10% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 71.50% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 82.70% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 71.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 81.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 67.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 87.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 78.40% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 76.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 66.70% |
Number of pupils included in English Baccalaureate Science Value Added measure | 262 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 92% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 146 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 90% |
Number of pupils included in English Baccalaureate Language Value Added measure | 214 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 91% |
English Baccalaureate Science Value Added measure | 0.6 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.42 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.78 |
EBacc Humanities VA measure | 0.91 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.62 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.2 |
English Baccalaureate Languages Value Added measure | 0.23 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.03 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.49 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 245 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 211 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 244 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 212 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 233 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 192 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 141 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 127 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 180 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 156 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 146 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 49.50% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 280 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 94.90% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 287 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.30% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 285 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.70% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 162 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 233 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.60% |
Average Attainment 8 score per disadvantaged pupil | 38.3 |
Number of disadvantaged pupils in Progress 8 measure | 27 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.48 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.01 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.05 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.5 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.04 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.05 |
Average Attainment 8 score per non-disadvantaged pupil | 57.7 |
Number of non-disadvantaged pupils in Progress 8 measure | 240 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.5 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.32 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.68 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.5 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.32 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.68 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.3 |
Progress 8 measure for English element - disadvantaged pupils | -0.41 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.02 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.2 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.6 |
Progress 8 measure for maths element - disadvantaged pupils | -0.34 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.9 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.22 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.4 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.52 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.13 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.1 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.1 |
Progress 8 measure for open element - disadvantaged pupils | -0.64 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.25 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.03 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.2 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.06 |
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 | 0.27 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11.6 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.52 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.33 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.71 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 17.6 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.67 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.46 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.88 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 17.2 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.6 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.4 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.81 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.2 |
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 | 15.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.3 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -11.7 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.64 |
Average Attainment 8 score per pupil with low prior attainment | 27.9 |
Number of pupils with low prior attainment included in Progress 8 measure | 42 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.04 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.47 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.39 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.04 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.47 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.4 |
Average Attainment 8 score per pupil with middle prior attainment | 51.4 |
Number of pupils with middle prior attainment included in Progress 8 measure | 126 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.36 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.12 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.61 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.35 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.1 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.6 |
Average Attainment 8 score per pupil with high prior attainment | 72.4 |
Number of pupils with high prior attainment included in Progress 8 measure | 99 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.65 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.37 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.92 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.65 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.36 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.93 |
Average Attainment 8 score per pupil for whom English is an additional language | 64 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.7 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 21 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 18.4 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 18.1 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.3 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 18 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 1.25 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.59 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.9 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.25 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.58 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.92 |
Average Attainment 8 score per girl | 57.2 |
Average Attainment 8 score per girl for English element | 11.3 |
Average Attainment 8 score per girl for mathematics element | 11 |
Average Attainment 8 score per girl for EBacc element | 17.2 |
Average Attainment 8 score per girl for open element | 17.7 |
Average Attainment 8 score per girl - GCSE only | 16.3 |
Average Attainment 8 score per girl - non-GCSE only | 1.4 |
Number of girls included in Progress 8 measure | 111 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.5 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.24 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.77 |
Unadjusted Progress 8 measure - girls | 0.49 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.22 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.76 |
Average Attainment 8 score per boy | 54.4 |
Average Attainment 8 score per boy for English element | 10.6 |
Average Attainment 8 score per boy for mathematics element | 11.4 |
Average Attainment 8 score per boy for EBacc element | 16.7 |
Average Attainment 8 score per boy for open element | 15.7 |
Average Attainment 8 score per boy - GCSE only | 14.3 |
Average Attainment 8 score per boy - non-GCSE only | 1.4 |
Number of boys included in Progress 8 measure | 156 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | 0.34 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.11 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.56 |
Unadjusted Progress 8 measure - boys | 0.33 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.11 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.56 |
Average Attainment 8 score per non-mobile pupil | 55.5 |
Average Attainment 8 score per non-mobile pupil for English element | 10.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 11.2 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 16.9 |
Average Attainment 8 score per non-mobile pupil for open element | 16.6 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 15.2 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.4 |
Number of non-mobile pupils included in Progress 8 measure | 264 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | 0.4 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.23 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.57 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.39 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.22 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.57 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by low prior attainment | 9.50% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.40% |
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 | 60 |
EBacc entered % by middle prior attainment | 47.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 27.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 16.70% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 68 |
EBacc entered % by high prior attainment | 68.70% |
EBacc achieved % by high prior attainment - with 9-4 passes | 62.60% |
EBacc achieved % by high prior attainment - with 9-5 passes | 58.60% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 28.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 52.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 18.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 18.80% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 38.80% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 31.90% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.04 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.6 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.85 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.25 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.69 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.02 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.02 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.79 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.6 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.03 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.45 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.04 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.55 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.07 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.24 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.32 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.82 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.87 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.5 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.41 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.5 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.86 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.35 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.14 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.56 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.45 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.65 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.33 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.73 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 2.12 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.09 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.45 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.59 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.2 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.37 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.09 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.96 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.51 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.03 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.51 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.41 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.42 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.33 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.94 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.15 |
% of boys with entries in all English Baccalaureate subject areas | 49.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 35.70% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 29.80% |
% of girls with entries in all English Baccalaureate subject areas | 49.60% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 37.80% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 31.50% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 49.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 36.90% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 30.70% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 48.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 34.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 34.50% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 73.20% |
% of pupils achieving any qualifications | 98.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 53.10% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 79.10% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 11.90% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 102 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 81.00% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 98.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 73.80% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 79.50% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 82.80% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 76.20% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 34.40% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 69.60% |
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 | 2.40% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 78 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 61.90% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 96 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 97.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 63.10% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 69.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 75.90% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 65.50% |
% of pupils entering more than one language | 7.50% |
% of pupils entering biology, chemistry and physics | 44.70% |
Average number of KS4 entries per pupil | 8.4 |
Average number of KS4 entries per pupil with low prior attainment | 6.7 |
Average number of KS4 entries per pupil with middle prior attainment | 8.3 |
Average number of KS4 entries per pupil with high prior attainment | 9.2 |
Average number of KS4 entries per disadvantaged pupil | 6.7 |
Average number of KS4 entries per non-disadvantaged pupil | 8.6 |
Average number of GCSE entries per pupil | 8 |
Average number of GCSE entries per pupil with low prior attainment | 5.7 |
Average number of GCSE entries per pupil with middle prior attainment | 7.8 |
Average number of GCSE entries per pupil with high prior attainment | 9.1 |
Average number of GCSE entries per disadvantaged pupil | 6.1 |
Average number of GCSE entries per non-disadvantaged pupil | 8.2 |
Total volume of entries without discounting | 2482 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Above average |
Number of pupils completing key stage 4 in 2020/21 | 259 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 254 |
Apprenticeships (number of pupils) | 2 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 4 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 222 |
Further education (number of pupils) | 31 |
School sixth form (number of pupils) | 87 |
Sixth form college (number of pupils) | 101 |
Other education destination (number of pupils) | 3 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 98% |
Apprenticeships (percentage) | 1% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 96% |
Further education (percentage) | 13% |
School sixth form (percentage) | 38% |
Sixth form college (percentage) | 44% |
Other education destination (percentage) | 1% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 27 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 26 |
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 | 232 |
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) | 228 |
Number of pupils completing key stage 4 in 2019/20 | 292 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 20 |
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 | 272 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of pupils completing key stage 4 in 2018/19 | 255 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 26 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 88% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 229 |
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 | -2 |
Upper confidence limit on the progression score for the total cohort | 3 |
Lower confidence limit on the progression score for the total cohort | -7 |
Cohort size | 240 |
Progressed | 78% |
Apprenticeships | 1% |
Higher Education | 75% |
Top third | 36% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 240 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | -2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -7 |
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 | 57% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 57% |
Top third for disadvantaged students | 14% |
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) | 255 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 222 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 8 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 137 |
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) | 132 |
Other education destinations (All levels of study) (number of students) | 5 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 77 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 17 |
Activity not captured in data (All levels of study) (number of students) | 16 |
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) | 54% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 52% |
Other education destinations (All levels of study) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 30% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
Activity not captured in data (All levels of study) (percentage) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 20 |
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) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 8 |
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) | 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) | 95% |
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) | 40% |
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) | 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) | 235 |
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) | 203 |
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) | 129 |
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) | 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) | 86% |
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) | 55% |
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) | 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) | 249 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 218 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 7 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 136 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 132 |
Other education destinations (Level 3) (number of students) | 4 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 75 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 15 |
Activity not captured in data (Level 3) (number of students) | 16 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 88% |
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) | 55% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 53% |
Other education destinations (Level 3) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 30% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
Activity not captured in data (Level 3) (percentage) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 19 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 18 |
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) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 95% |
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) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 230 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 200 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 7 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 87% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 4 |
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 | -2 |
Upper confidence limit on the progression score for the total cohort | 3 |
Lower confidence limit on the progression score for the total cohort | -7 |
Cohort size | 240 |
Progressed | 78% |
Apprenticeships | 1% |
Higher Education | 75% |
Top third | 36% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 240 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | -2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -7 |
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 | 57% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 57% |
Top third for disadvantaged students | 14% |
Higher technical for disadvantaged students | 0% |