The King John School
Secondary Academy school in Benfleet SS7 1RQ
Secondary Academy school in Benfleet SS7 1RQ
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 2094 |
| Number of girls on roll | 1023 |
| Number of boys on roll | 1071 |
| Percentage of girls on roll | 48.9 |
| Percentage of boys on roll | 51.1 |
| Number of eligible pupils with an EHC plan | 19 |
| Percentage of eligible pupils with an EHC plan | 0.9 |
| Number of eligible pupils with SEN support | 236 |
| Percentage of eligible pupils with SEN support | 11.3 |
| No. pupils where English not first language | 60 |
| No. pupils with English first language | 2022 |
| No. pupils where first language is unclassified | 12 |
| % pupils where English not first language | 2.9 |
| % pupils with English first language | 96.6 |
| No. pupils eligible for free school meals | 248 |
| Number of pupils eligible for FSM at any time during the past 6 years | 249 |
| Total pupils for FSMEver | 1646 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 15.1 |
| School address (1) | Shipwrights Drive |
|---|---|
| School address (2) | Thundersley |
| School town | Benfleet |
| School postcode | SS7 1RQ |
| School telephone number | 01702558284 |
| School parliamentary constituency code | E14001154 |
| School parliamentary constituency name | Castle Point |
| 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) | 2094 |
| Total boys on roll (including part-time pupils) | 1071 |
| Total girls on roll (including part-time pupils) | 1023 |
| Number of pupils at the end of key stage 4 | 345 |
| Number of boys at the end of key stage 4 | 164 |
| % of pupils at the end of key stage 4 who are boys | 47.50% |
| Number of girls at the end of key stage 4 | 181 |
| % of pupils at the end key stage 4 who are girls | 52.50% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.9 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 46 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 13.60% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 199 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 58.70% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 94 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 27.70% |
| 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) | 35 |
| Percentage of key stage 2 disadvantaged pupils | 10.10% |
| Number of key stage 2 pupils who are not disadvantaged | 310 |
| Percentage of key stage 2 pupils who are not disadvantaged | 89.90% |
| Number of eligible pupils with English as additional language (EAL) | 9 |
| Percentage of eligible pupils with English as additional language (EAL) | 2.60% |
| Number of eligible pupils with English as first language | 328 |
| Percentage of eligible pupils with English as first language | 95.10% |
| Number of eligible pupils with unclassified language | 8 |
| Percentage of eligible pupils with unclassified language | 2.30% |
| Number of pupils at the end of key stage 4 who are non-mobile | 338 |
| % of pupils at the end of key stage 4 who are non-mobile | 98.00% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.60% |
| 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 | 51 |
| % 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 | 14.80% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 49 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.20% |
| Total sum of Attainment 8 scores | 17691.3 |
| Average Attainment 8 score per pupil | 51.3 |
| Total sum of Attainment 8 scores for English element | 3657 |
| Average Attainment 8 score per pupil for English element | 10.6 |
| Total sum of Attainment 8 scores for mathematics element | 3464 |
| Average Attainment 8 score per pupil for mathematics element | 10 |
| Total sum of Attainment 8 scores for EBacc element | 5068 |
| Average Attainment 8 score per pupil for EBacc element | 14.7 |
| Total sum of Attainment 8 scores for open element | 5502.3 |
| Average Attainment 8 score per pupil for open element | 15.9 |
| Total sum of Attainment 8 scores for open element - GCSE only | 4328 |
| Average Attainment 8 score per pupil for open element - GCSE only | 12.5 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 1174.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 3.4 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
| Number of pupils included in Progress 8 measure | 339 |
| Number of pupils who have had P8 score adjusted in average | 0 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 98% |
| Progress 8 measure after adjustment for extreme scores | 0.19 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.04 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.34 |
| Progress 8 measure based on unadjusted pupil scores | 0.19 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.04 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.34 |
| Progress 8 measure for English element | 0.03 |
| Lower 95% confidence interval for Progress 8 English element | -0.14 |
| Upper 95% confidence interval for Progress 8 English element | 0.21 |
| Progress 8 measure for mathematics element | 0.1 |
| Lower 95% confidence interval for Progress 8 maths element | -0.06 |
| Upper 95% confidence interval for Progress 8 maths element | 0.26 |
| Progress 8 measure for EBacc element | 0.08 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.1 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.25 |
| Progress 8 measure for open element | 0.46 |
| Lower 95% confidence interval for Progress 8 open element | 0.29 |
| Upper 95% confidence interval for Progress 8 open element | 0.63 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 78.30% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 55.70% |
| Total EBacc APS score per pupil | 1577.67 |
| Average EBacc APS score per pupil | 4.57 |
| Average EBacc APS score per disadvantaged pupil | 3.46 |
| Average EBacc APS score per non-disadvantaged pupil | 4.7 |
| Average EBacc APS score per pupil with low prior attainment | 2.29 |
| Average EBacc APS score per pupil with middle prior attainment | 4.42 |
| Average EBacc APS score per pupil with high prior attainment | 5.99 |
| Average EBacc APS score per pupil for whom English is an additional language | 6.18 |
| Average EBacc APS score per girl | 4.73 |
| Average EBacc APS score per boy | 4.4 |
| Average EBacc APS score per non-mobile pupil | 4.62 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 200 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 58.00% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 40.30% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 23.50% |
| Number of pupils entering the English Baccalaureate English subject area | 342 |
| % of pupils entering the English Baccalaureate English subject area | 99.10% |
| Number of pupils entering the English Baccalaureate Maths subject area | 343 |
| % of pupils entering the English Baccalaureate Maths subject area | 99.40% |
| Number of pupils entering the English Baccalaureate Science subject area | 340 |
| % of pupils entering the English Baccalaureate Science subject area | 98.60% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 324 |
| % of pupils entering the English Baccalaureate Humanities subject area | 93.90% |
| Number of pupils entering the English Baccalaureate Language subject area | 201 |
| % of pupils entering the English Baccalaureate Language subject area | 58.30% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 89.30% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 67.80% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 81.40% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 64.90% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 77.60% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 55.90% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 71.30% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 60.80% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 71.60% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 48.80% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 334 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 319 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 196 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 98% |
| English Baccalaureate Science Value Added measure | 0.11 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.05 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.26 |
| EBacc Humanities VA measure | 0 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.2 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.19 |
| English Baccalaureate Languages Value Added measure | -0.58 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.85 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -0.3 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 308 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 234 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 281 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 224 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 264 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 190 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 231 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 197 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 144 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 98 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 195 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 56.50% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 341 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 98.80% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 341 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.80% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 340 |
| % 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 | 316 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.50% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 198 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.50% |
| Average Attainment 8 score per disadvantaged pupil | 40.4 |
| Number of disadvantaged pupils in Progress 8 measure | 35 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.32 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.79 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.15 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.32 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.8 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.15 |
| Average Attainment 8 score per non-disadvantaged pupil | 52.5 |
| Number of non-disadvantaged pupils in Progress 8 measure | 304 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.25 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.09 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.41 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.25 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.09 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.41 |
| Average Attainment 8 score per disadvantaged pupil for English element | 8.5 |
| Progress 8 measure for English element - disadvantaged pupils | -0.46 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.07 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.5 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.52 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.01 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.02 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.6 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.34 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.88 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.2 |
| Average Attainment 8 score per disadvantaged pupil for open element | 12.7 |
| Progress 8 measure for open element - disadvantaged pupils | -0.09 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.62 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.45 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 10.8 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.09 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.09 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.27 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.3 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.17 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.01 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.34 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.13 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.06 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.31 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 16.3 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.52 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.34 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.71 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.6 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 4.1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 13 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.3 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -9.6 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.48 |
| Average Attainment 8 score per pupil with low prior attainment | 30.8 |
| Number of pupils with low prior attainment included in Progress 8 measure | 46 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.25 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.16 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.66 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.25 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.16 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.67 |
| Average Attainment 8 score per pupil with middle prior attainment | 50 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 199 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.31 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.12 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.51 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.31 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.11 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.51 |
| Average Attainment 8 score per pupil with high prior attainment | 63.7 |
| Number of pupils with high prior attainment included in Progress 8 measure | 94 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.1 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.39 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.18 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.1 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.4 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.19 |
| Average Attainment 8 score per pupil for whom English is an additional language | 63.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 13.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 19.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 18 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 15.4 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.6 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 9 |
| 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 | 1.07 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.15 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.07 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.13 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.01 |
| Average Attainment 8 score per girl | 53 |
| Average Attainment 8 score per girl for English element | 11.2 |
| Average Attainment 8 score per girl for mathematics element | 10 |
| Average Attainment 8 score per girl for EBacc element | 15 |
| Average Attainment 8 score per girl for open element | 16.8 |
| Average Attainment 8 score per girl - GCSE only | 14.2 |
| Average Attainment 8 score per girl - non-GCSE only | 2.7 |
| Number of girls included in Progress 8 measure | 177 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 0.24 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.03 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.45 |
| Unadjusted Progress 8 measure - girls | 0.24 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.03 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.45 |
| Average Attainment 8 score per boy | 49.3 |
| Average Attainment 8 score per boy for English element | 10 |
| Average Attainment 8 score per boy for mathematics element | 10.1 |
| Average Attainment 8 score per boy for EBacc element | 14.3 |
| Average Attainment 8 score per boy for open element | 15 |
| Average Attainment 8 score per boy - GCSE only | 10.7 |
| Average Attainment 8 score per boy - non-GCSE only | 4.2 |
| Number of boys included in Progress 8 measure | 162 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | 0.13 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.09 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.35 |
| Unadjusted Progress 8 measure - boys | 0.13 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.09 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.35 |
| Average Attainment 8 score per non-mobile pupil | 51.8 |
| Average Attainment 8 score per non-mobile pupil for English element | 10.7 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 10.1 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 14.8 |
| Average Attainment 8 score per non-mobile pupil for open element | 16.1 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 12.7 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.4 |
| Number of non-mobile pupils included in Progress 8 measure | 333 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.23 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.07 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.38 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.23 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.07 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.38 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
| EBacc entered % by low prior attainment | 4.30% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 114 |
| EBacc entered % by middle prior attainment | 57.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 34.20% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 15.60% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 80 |
| EBacc entered % by high prior attainment | 85.10% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 74.50% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 52.10% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 34.30% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 60.60% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 17.10% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 11.40% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 42.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 24.80% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.13 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.2 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.09 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.07 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.13 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.05 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.17 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.38 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.48 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.04 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.38 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.86 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.6 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.57 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.43 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.58 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.29 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.04 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.57 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.31 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.4 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.01 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.21 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.38 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.18 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.13 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.25 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.16 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.67 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.56 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.42 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.08 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.01 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.74 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.51 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.71 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.29 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.86 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.02 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.74 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.43 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.29 |
| % of boys with entries in all English Baccalaureate subject areas | 53.00% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 32.30% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 17.10% |
| % of girls with entries in all English Baccalaureate subject areas | 62.40% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 47.50% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 29.30% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 58.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 40.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 24.00% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 100.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 77.80% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 33.30% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 75.70% |
| % of pupils achieving any qualifications | 99.70% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 54.30% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 81.00% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 13 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 28.30% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 161 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 80.90% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 90 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 95.70% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 78.00% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 78.50% |
| % 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 | 79.00% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 25.70% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 59.00% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 6.50% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 100 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 50.30% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 86 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 91.50% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 51.80% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 59.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 100.00% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 56.20% |
| % of pupils entering more than one language | 0.60% |
| % of pupils entering biology, chemistry and physics | 16.50% |
| Average number of KS4 entries per pupil | 8.2 |
| Average number of KS4 entries per pupil with low prior attainment | 7.2 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.1 |
| Average number of KS4 entries per pupil with high prior attainment | 8.7 |
| Average number of KS4 entries per disadvantaged pupil | 7.4 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.2 |
| Average number of GCSE entries per pupil | 7.4 |
| Average number of GCSE entries per pupil with low prior attainment | 5.6 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.3 |
| Average number of GCSE entries per pupil with high prior attainment | 8.3 |
| Average number of GCSE entries per disadvantaged pupil | 6.4 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.5 |
| Total volume of entries without discounting | 2814 |
| 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 | 346 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 327 |
| Apprenticeships (number of pupils) | 12 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 9 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 277 |
| Further education (number of pupils) | SUPP |
| School sixth form (number of pupils) | 188 |
| 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) | 11 |
| Activity not captured (number of pupils) | 4 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
| Apprenticeships (percentage) | 4% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 88% |
| Further education (percentage) | SUPP |
| School sixth form (percentage) | 60% |
| 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) | 4% |
| Activity not captured (percentage) | 1% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 33 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 29 |
| 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 | 313 |
| 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) | 298 |
| Number of pupils completing key stage 4 in 2019/20 | 331 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 41 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 290 |
| 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 | 341 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 30 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 87% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 311 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -13 |
| Upper confidence limit on the progression score for the total cohort | -7 |
| Lower confidence limit on the progression score for the total cohort | -18 |
| Cohort size | 197 |
| Progressed | 60% |
| Apprenticeships | 6% |
| Higher Education | 52% |
| Top third | 18% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 172 |
| Progressed for academic/applied general cohort | 62% |
| Progression score for academic/applied general cohort | -14 |
| Upper confidence limit on the progression score for the academic/applied general cohort | -7 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -20 |
| Cohort size for TLEV cohort | 25 |
| Progressed for TLEV cohort | 48% |
| Score for TLEV cohort | -3 |
| Upper confidence limit on the progression score for the TLEV cohort | 16 |
| Lower confidence limit on the progression score for the TLEV cohort | -22 |
| 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 | 52% |
| Apprenticeships for disadvantaged students | 4% |
| HE for disadvantaged students | 43% |
| Top third for disadvantaged students | 13% |
| Higher technical for disadvantaged students | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 221 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 188 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 26 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 101 |
| Further education (level 3 and below) (All levels of study) (number of students) | 2 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 99 |
| 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) | 61 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 25 |
| 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) | 85% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 12% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 46% |
| Further education (level 3 and below) (All levels of study) (percentage) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 45% |
| 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) | 28% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 11% |
| Activity not captured in data (All levels of study) (percentage) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 15 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 12 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 80% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 13% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 13% |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 7% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 206 |
| 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) | 176 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 24 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 23 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 85% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 12% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 11% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 218 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 187 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 25 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 101 |
| Further education (level 3 and below) (Level 3) (number of students) | 2 |
| Higher education (level 4 and above) (Level 3) (number of students) | 99 |
| 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) | 61 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 24 |
| Activity not captured in data (Level 3) (number of students) | 7 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 86% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 11% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 46% |
| Further education (level 3 and below) (Level 3) (percentage) | 1% |
| Higher education (level 4 and above) (Level 3) (percentage) | 45% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 28% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 11% |
| Activity not captured in data (Level 3) (percentage) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -13 |
| Upper confidence limit on the progression score for the total cohort | -7 |
| Lower confidence limit on the progression score for the total cohort | -18 |
| Cohort size | 197 |
| Progressed | 60% |
| Apprenticeships | 6% |
| Higher Education | 52% |
| Top third | 18% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 172 |
| Progressed for academic/applied general cohort | 62% |
| Progression score for academic/applied general cohort | -14 |
| Upper confidence limit on the progression score for the academic/applied general cohort | -7 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -20 |
| Cohort size for TLEV cohort | 25 |
| Progressed for TLEV cohort | 48% |
| Score for TLEV cohort | -3 |
| Upper confidence limit on the progression score for the TLEV cohort | 16 |
| Lower confidence limit on the progression score for the TLEV cohort | -22 |
| 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 | 52% |
| Apprenticeships for disadvantaged students | 4% |
| HE for disadvantaged students | 43% |
| Top third for disadvantaged students | 13% |
| Higher technical for disadvantaged students | 4% |