For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1284 |
Number of girls on roll | 579 |
Number of boys on roll | 705 |
Percentage of girls on roll | 45.1 |
Percentage of boys on roll | 54.9 |
Number of eligible pupils with an EHC plan | 6 |
Percentage of eligible pupils with an EHC plan | 0.5 |
Number of eligible pupils with SEN support | 43 |
Percentage of eligible pupils with SEN support | 3.3 |
No. pupils where English not first language | 624 |
No. pupils with English first language | 656 |
No. pupils where first language is unclassified | 4 |
% pupils where English not first language | 48.6 |
% pupils with English first language | 51.1 |
No. pupils eligible for free school meals | 68 |
Number of pupils eligible for FSM at any time during the past 6 years | 53 |
Total pupils for FSMEver | 900 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 5.9 |
School address (1) | Reddington Drive |
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School town | Langley |
School postcode | SL3 7QS |
School telephone number | 01753598300 |
School parliamentary constituency code | E14001588 |
School parliamentary constituency name | Windsor |
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) | SEL |
School admissions policy - new definition from 2019 | 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) | 1284 |
Total boys on roll (including part-time pupils) | 705 |
Total girls on roll (including part-time pupils) | 579 |
Number of pupils at the end of key stage 4 | 181 |
Number of boys at the end of key stage 4 | 105 |
% of pupils at the end of key stage 4 who are boys | 58.00% |
Number of girls at the end of key stage 4 | 76 |
% of pupils at the end key stage 4 who are girls | 42.00% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 114.4 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 0 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 0.00% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 15 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 8.60% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 160 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 91.40% |
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) | 10 |
Percentage of key stage 2 disadvantaged pupils | 5.50% |
Number of key stage 2 pupils who are not disadvantaged | 171 |
Percentage of key stage 2 pupils who are not disadvantaged | 94.50% |
Number of eligible pupils with English as additional language (EAL) | 91 |
Percentage of eligible pupils with English as additional language (EAL) | 50.30% |
Number of eligible pupils with English as first language | 89 |
Percentage of eligible pupils with English as first language | 49.20% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 0.60% |
Number of pupils at the end of key stage 4 who are non-mobile | 181 |
% of pupils at the end of key stage 4 who are non-mobile | 100.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.00% |
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 | 6 |
% 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 | 3.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 6 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 3.30% |
Total sum of Attainment 8 scores | 13887 |
Average Attainment 8 score per pupil | 76.7 |
Total sum of Attainment 8 scores for English element | 2830 |
Average Attainment 8 score per pupil for English element | 15.6 |
Total sum of Attainment 8 scores for mathematics element | 2806 |
Average Attainment 8 score per pupil for mathematics element | 15.5 |
Total sum of Attainment 8 scores for EBacc element | 4239 |
Average Attainment 8 score per pupil for EBacc element | 23.4 |
Total sum of Attainment 8 scores for open element | 4012 |
Average Attainment 8 score per pupil for open element | 22.2 |
Total sum of Attainment 8 scores for open element - GCSE only | 4012 |
Average Attainment 8 score per pupil for open element - GCSE only | 22.2 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 0 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0 |
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 | 175 |
Number of pupils who have had P8 score adjusted in average | 1 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 97% |
Progress 8 measure after adjustment for extreme scores | 0.75 |
Progress 8 lower 95% confidence interval for adjusted average | 0.54 |
Progress 8 upper 95% confidence interval for adjusted average | 0.96 |
Progress 8 measure based on unadjusted pupil scores | 0.75 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.53 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.96 |
Progress 8 measure for English element | 0.83 |
Lower 95% confidence interval for Progress 8 English element | 0.59 |
Upper 95% confidence interval for Progress 8 English element | 1.07 |
Progress 8 measure for mathematics element | 0.72 |
Lower 95% confidence interval for Progress 8 maths element | 0.5 |
Upper 95% confidence interval for Progress 8 maths element | 0.94 |
Progress 8 measure for EBacc element | 0.79 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.55 |
Upper 95% confidence interval for Progress 8 EBacc element | 1.04 |
Progress 8 measure for open element | 0.66 |
Lower 95% confidence interval for Progress 8 open element | 0.42 |
Upper 95% confidence interval for Progress 8 open element | 0.9 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 100.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 98.90% |
Total EBacc APS score per pupil | 1297.96 |
Average EBacc APS score per pupil | 7.17 |
Average EBacc APS score per disadvantaged pupil | 7.2 |
Average EBacc APS score per non-disadvantaged pupil | 7.17 |
Average EBacc APS score per pupil with low prior attainment | NE |
Average EBacc APS score per pupil with middle prior attainment | 5.92 |
Average EBacc APS score per pupil with high prior attainment | 7.28 |
Average EBacc APS score per pupil for whom English is an additional language | 7.29 |
Average EBacc APS score per girl | 7.45 |
Average EBacc APS score per boy | 6.97 |
Average EBacc APS score per non-mobile pupil | 7.17 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 119 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 65.70% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 65.20% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 63.00% |
Number of pupils entering the English Baccalaureate English subject area | 181 |
% of pupils entering the English Baccalaureate English subject area | 100.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 181 |
% of pupils entering the English Baccalaureate Maths subject area | 100.00% |
Number of pupils entering the English Baccalaureate Science subject area | 181 |
% of pupils entering the English Baccalaureate Science subject area | 100.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 121 |
% of pupils entering the English Baccalaureate Humanities subject area | 66.90% |
Number of pupils entering the English Baccalaureate Language subject area | 177 |
% of pupils entering the English Baccalaureate Language subject area | 97.80% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 100.00% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 98.90% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 100.00% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 100.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 100.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 99.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 99.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 98.30% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 99.40% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 95.50% |
Number of pupils included in English Baccalaureate Science Value Added measure | 175 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 116 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 96% |
Number of pupils included in English Baccalaureate Language Value Added measure | 171 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 97% |
English Baccalaureate Science Value Added measure | 0.83 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.61 |
English Baccalaureate Science Value Added upper 95% confidence limit | 1.04 |
EBacc Humanities VA measure | 0.52 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.19 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.84 |
English Baccalaureate Languages Value Added measure | 0.6 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.31 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.89 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 181 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 179 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 181 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 181 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 181 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 180 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 120 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 119 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 176 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 169 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 119 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 65.70% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 181 |
% 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 | 181 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 100.00% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 181 |
% 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 | 121 |
% 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 | 177 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 75.2 |
Number of disadvantaged pupils in Progress 8 measure | 10 |
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 | -0.6 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.15 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.28 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.62 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.17 |
Average Attainment 8 score per non-disadvantaged pupil | 76.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 165 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.78 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.56 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.99 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.77 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.55 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.99 |
Average Attainment 8 score per disadvantaged pupil for English element | 15.6 |
Progress 8 measure for English element - disadvantaged pupils | 0.54 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.46 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 1.54 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 15 |
Progress 8 measure for maths element - disadvantaged pupils | 0.15 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.78 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 1.07 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 22.8 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.24 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.78 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 1.25 |
Average Attainment 8 score per disadvantaged pupil for open element | 21.8 |
Progress 8 measure for open element - disadvantaged pupils | 0.22 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.78 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.22 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 15.6 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.85 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.6 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1.09 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 15.5 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.75 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.53 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.98 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 23.5 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.83 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.58 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.08 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 22.2 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.69 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.44 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.93 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 21.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 22.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 25.2 |
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 | NE |
Number of pupils with low prior attainment included in Progress 8 measure | NE |
Number of pupils with low prior attainments in progress measure with adjusted scores | NE |
Adjusted Progress 8 measure - pupils with low prior attainment | NE |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | NE |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | NE |
Unadjusted Progress 8 measure - pupils with low prior attainment | NE |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | NE |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | NE |
Average Attainment 8 score per pupil with middle prior attainment | 65.3 |
Number of pupils with middle prior attainment included in Progress 8 measure | 15 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 1.23 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.51 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.95 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 1.23 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.5 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.96 |
Average Attainment 8 score per pupil with high prior attainment | 77.8 |
Number of pupils with high prior attainment included in Progress 8 measure | 160 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.7 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.48 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.92 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.7 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.48 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.92 |
Average Attainment 8 score per pupil for whom English is an additional language | 78.1 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 15.9 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 15.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 23.8 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 22.5 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 22.5 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 90 |
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 | 0.86 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.57 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.16 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.86 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.57 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.16 |
Average Attainment 8 score per girl | 78.6 |
Average Attainment 8 score per girl for English element | 16.6 |
Average Attainment 8 score per girl for mathematics element | 15.2 |
Average Attainment 8 score per girl for EBacc element | 23.9 |
Average Attainment 8 score per girl for open element | 22.9 |
Average Attainment 8 score per girl - GCSE only | 22.9 |
Average Attainment 8 score per girl - non-GCSE only | 0 |
Number of girls included in Progress 8 measure | 75 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.77 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.45 |
Adjusted Progress 8 upper 95% confidence interval - girls | 1.1 |
Unadjusted Progress 8 measure - girls | 0.77 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.45 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 1.1 |
Average Attainment 8 score per boy | 75.4 |
Average Attainment 8 score per boy for English element | 15 |
Average Attainment 8 score per boy for mathematics element | 15.7 |
Average Attainment 8 score per boy for EBacc element | 23.1 |
Average Attainment 8 score per boy for open element | 21.6 |
Average Attainment 8 score per boy - GCSE only | 21.6 |
Average Attainment 8 score per boy - non-GCSE only | 0 |
Number of boys included in Progress 8 measure | 100 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | 0.73 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.45 |
Adjusted Progress 8 upper 95% confidence interval - boys | 1.01 |
Unadjusted Progress 8 measure - boys | 0.72 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.44 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 1.01 |
Average Attainment 8 score per non-mobile pupil | 76.7 |
Average Attainment 8 score per non-mobile pupil for English element | 15.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 15.5 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 23.4 |
Average Attainment 8 score per non-mobile pupil for open element | 22.2 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 22.2 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
Number of non-mobile pupils included in Progress 8 measure | 175 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.75 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.54 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.96 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.75 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.53 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.96 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | NE |
EBacc entered % by low prior attainment | NE |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | NE |
EBacc achieved % by low prior attainment - with 9-5 passes | NE |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 7 |
EBacc entered % by middle prior attainment | 46.70% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 46.70% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 46.70% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 107 |
EBacc entered % by high prior attainment | 66.90% |
EBacc achieved % by high prior attainment - with 9-4 passes | 66.30% |
EBacc achieved % by high prior attainment - with 9-5 passes | 64.40% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 80.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 64.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 80.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 70.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 64.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 62.60% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.64 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.75 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.27 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.86 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.79 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.5 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.02 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.55 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.66 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.52 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.26 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.62 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 1.17 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.63 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.08 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.64 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 2.38 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.91 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.98 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.53 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 1.25 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.22 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.89 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.22 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 2.02 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.44 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.83 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.16 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.47 |
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 | 0.92 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.32 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 2.77 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.55 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.82 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.22 |
% of boys with entries in all English Baccalaureate subject areas | 61.00% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 61.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 57.10% |
% of girls with entries in all English Baccalaureate subject areas | 72.40% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 71.10% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 71.10% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 65.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 65.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 63.00% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 61.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 60.40% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 59.30% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 100.00% |
% of pupils achieving any qualifications | 100.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 100.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 100.00% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | NE |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | NE |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 15 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 160 |
% 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 | 100.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 100.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 100.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 100.00% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 100.00% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 98.80% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | NE |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | NE |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 13 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 86.70% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 160 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 100.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 98.10% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 100.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 97.80% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 98.90% |
% of pupils entering more than one language | 2.80% |
% of pupils entering biology, chemistry and physics | 92.80% |
Average number of KS4 entries per pupil | 9.9 |
Average number of KS4 entries per pupil with low prior attainment | NE |
Average number of KS4 entries per pupil with middle prior attainment | 9.2 |
Average number of KS4 entries per pupil with high prior attainment | 9.9 |
Average number of KS4 entries per disadvantaged pupil | 10.1 |
Average number of KS4 entries per non-disadvantaged pupil | 9.9 |
Average number of GCSE entries per pupil | 9.9 |
Average number of GCSE entries per pupil with low prior attainment | NE |
Average number of GCSE entries per pupil with middle prior attainment | 9.2 |
Average number of GCSE entries per pupil with high prior attainment | 9.9 |
Average number of GCSE entries per disadvantaged pupil | 10.1 |
Average number of GCSE entries per non-disadvantaged pupil | 9.9 |
Total volume of entries without discounting | 1790 |
Total volume of covid-impacted entries without discounting | 2 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Well above average |
Number of pupils completing key stage 4 in 2020/21 | 183 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 180 |
Apprenticeships (number of pupils) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | SUPP |
Further education (number of pupils) | 3 |
School sixth form (number of pupils) | 161 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 0 |
Activity not captured (number of pupils) | 3 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 98% |
Apprenticeships (percentage) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 1% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | SUPP |
Further education (percentage) | 2% |
School sixth form (percentage) | 94% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 0% |
Activity not captured (percentage) | 2% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 11 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 11 |
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 | 172 |
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) | 169 |
Number of pupils completing key stage 4 in 2019/20 | 149 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 14 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 135 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils completing key stage 4 in 2018/19 | 151 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 100% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 5 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 146 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 100% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 8 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | 1 |
Cohort size | 156 |
Progressed | 96% |
Apprenticeships | 2% |
Higher Education | 92% |
Top third | 61% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 156 |
Progressed for academic/applied general cohort | 96% |
Progression score for academic/applied general cohort | 8 |
Upper confidence limit on the progression score for the academic/applied general cohort | 14 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 1 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 94% |
Apprenticeships for disadvantaged students | 6% |
HE for disadvantaged students | 88% |
Top third for disadvantaged students | 53% |
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) | 173 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 159 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 131 |
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) | 131 |
Other education destinations (All levels of study) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 24 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 6 |
Activity not captured in data (All levels of study) (number of students) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 76% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 76% |
Other education destinations (All levels of study) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 14% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 3% |
Activity not captured in data (All levels of study) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 163 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 172 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 159 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 131 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 131 |
Other education destinations (Level 3) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 24 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 5 |
Activity not captured in data (Level 3) (number of students) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 76% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 76% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 14% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 3% |
Activity not captured in data (Level 3) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 1 |
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 | 8 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | 1 |
Cohort size | 156 |
Progressed | 96% |
Apprenticeships | 2% |
Higher Education | 92% |
Top third | 61% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 156 |
Progressed for academic/applied general cohort | 96% |
Progression score for academic/applied general cohort | 8 |
Upper confidence limit on the progression score for the academic/applied general cohort | 14 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 1 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 94% |
Apprenticeships for disadvantaged students | 6% |
HE for disadvantaged students | 88% |
Top third for disadvantaged students | 53% |
Higher technical for disadvantaged students | 0% |