Kings Norton Girls' School
Secondary Academy school in Birmingham B30 1HW
Secondary Academy school in Birmingham B30 1HW
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1073 |
| Number of girls on roll | 992 |
| Number of boys on roll | 81 |
| Percentage of girls on roll | 92.5 |
| Percentage of boys on roll | 7.5 |
| Number of eligible pupils with an EHC plan | 15 |
| Percentage of eligible pupils with an EHC plan | 1.4 |
| Number of eligible pupils with SEN support | 149 |
| Percentage of eligible pupils with SEN support | 13.9 |
| No. pupils where English not first language | 94 |
| No. pupils with English first language | 975 |
| No. pupils where first language is unclassified | 4 |
| % pupils where English not first language | 8.8 |
| % pupils with English first language | 90.9 |
| No. pupils eligible for free school meals | 185 |
| Number of pupils eligible for FSM at any time during the past 6 years | 208 |
| Total pupils for FSMEver | 806 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 25.8 |
| School address (1) | Selly Oak Road |
|---|---|
| School address (2) | Kings Norton |
| School town | Birmingham |
| School postcode | B30 1HW |
| School telephone number | 01216751305 |
| School parliamentary constituency code | E14001099 |
| School parliamentary constituency name | Birmingham Selly Oak |
| 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 | GIRLS |
| 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) | 1073 |
| Total boys on roll (including part-time pupils) | 81 |
| Total girls on roll (including part-time pupils) | 992 |
| Number of pupils at the end of key stage 4 | 157 |
| Number of boys at the end of key stage 4 | NA |
| % of pupils at the end of key stage 4 who are boys | 0.00% |
| Number of girls at the end of key stage 4 | 157 |
| % of pupils at the end key stage 4 who are girls | 100.00% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.6 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 22 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 14.70% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 81 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 54.00% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 47 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 31.30% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 35 |
| Percentage of key stage 2 disadvantaged pupils | 22.30% |
| Number of key stage 2 pupils who are not disadvantaged | 122 |
| Percentage of key stage 2 pupils who are not disadvantaged | 77.70% |
| Number of eligible pupils with English as additional language (EAL) | 11 |
| Percentage of eligible pupils with English as additional language (EAL) | 7.00% |
| Number of eligible pupils with English as first language | 146 |
| Percentage of eligible pupils with English as first language | 93.00% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0.00% |
| Number of pupils at the end of key stage 4 who are non-mobile | 155 |
| % of pupils at the end of key stage 4 who are non-mobile | 98.70% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.90% |
| 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 | 35 |
| % 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 | 22.30% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 32 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 20.40% |
| Total sum of Attainment 8 scores | 9067 |
| Average Attainment 8 score per pupil | 57.8 |
| Total sum of Attainment 8 scores for English element | 1978 |
| Average Attainment 8 score per pupil for English element | 12.6 |
| Total sum of Attainment 8 scores for mathematics element | 1680 |
| Average Attainment 8 score per pupil for mathematics element | 10.7 |
| Total sum of Attainment 8 scores for EBacc element | 2712 |
| Average Attainment 8 score per pupil for EBacc element | 17.3 |
| Total sum of Attainment 8 scores for open element | 2697 |
| Average Attainment 8 score per pupil for open element | 17.2 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2563.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 16.3 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 133.5 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0.9 |
| 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 | 150 |
| 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 | 96% |
| Progress 8 measure after adjustment for extreme scores | 0.64 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.41 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.87 |
| Progress 8 measure based on unadjusted pupil scores | 0.64 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.41 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.87 |
| Progress 8 measure for English element | 0.85 |
| Lower 95% confidence interval for Progress 8 English element | 0.59 |
| Upper 95% confidence interval for Progress 8 English element | 1.1 |
| Progress 8 measure for mathematics element | 0.23 |
| Lower 95% confidence interval for Progress 8 maths element | -0.01 |
| Upper 95% confidence interval for Progress 8 maths element | 0.47 |
| Progress 8 measure for EBacc element | 0.7 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.44 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.97 |
| Progress 8 measure for open element | 0.71 |
| Lower 95% confidence interval for Progress 8 open element | 0.45 |
| Upper 95% confidence interval for Progress 8 open element | 0.97 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 82.80% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 68.20% |
| Total EBacc APS score per pupil | 863.79 |
| Average EBacc APS score per pupil | 5.5 |
| Average EBacc APS score per disadvantaged pupil | 4.29 |
| Average EBacc APS score per non-disadvantaged pupil | 5.85 |
| Average EBacc APS score per pupil with low prior attainment | 2.59 |
| Average EBacc APS score per pupil with middle prior attainment | 5.3 |
| Average EBacc APS score per pupil with high prior attainment | 7.23 |
| Average EBacc APS score per pupil for whom English is an additional language | 5.79 |
| Average EBacc APS score per girl | 5.5 |
| Average EBacc APS score per boy | NE |
| Average EBacc APS score per non-mobile pupil | 5.53 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 134 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 85.40% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 63.10% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 45.90% |
| Number of pupils entering the English Baccalaureate English subject area | 154 |
| % of pupils entering the English Baccalaureate English subject area | 98.10% |
| Number of pupils entering the English Baccalaureate Maths subject area | 157 |
| % of pupils entering the English Baccalaureate Maths subject area | 100.00% |
| Number of pupils entering the English Baccalaureate Science subject area | 154 |
| % of pupils entering the English Baccalaureate Science subject area | 98.10% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 145 |
| % of pupils entering the English Baccalaureate Humanities subject area | 92.40% |
| Number of pupils entering the English Baccalaureate Language subject area | 135 |
| % of pupils entering the English Baccalaureate Language subject area | 86.00% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 89.80% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 83.40% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 83.40% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 70.10% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 85.10% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 72.70% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 81.40% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 68.30% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 82.20% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 63.70% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 147 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 95% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 138 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 129 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 96% |
| English Baccalaureate Science Value Added measure | 0.6 |
| English Baccalaureate Science Value Added lower 95% confidence limit | 0.36 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.83 |
| EBacc Humanities VA measure | 0.56 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.27 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.86 |
| English Baccalaureate Languages Value Added measure | 0.63 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | 0.29 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.97 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 141 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 131 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 131 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 110 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 131 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 112 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 118 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 99 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 111 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 86 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 133 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 84.70% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 154 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 98.10% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 157 |
| % 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 | 153 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.40% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 144 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.30% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 135 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 45.9 |
| Number of disadvantaged pupils in Progress 8 measure | 34 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | 0.03 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.44 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.51 |
| Unadjusted Progress 8 measure - disadvantaged pupils | 0.03 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.45 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.52 |
| Average Attainment 8 score per non-disadvantaged pupil | 61.1 |
| Number of non-disadvantaged pupils in Progress 8 measure | 116 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.82 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.56 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.07 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.82 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.55 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.08 |
| Average Attainment 8 score per disadvantaged pupil for English element | 10.7 |
| Progress 8 measure for English element - disadvantaged pupils | 0.41 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.13 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.95 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.4 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.3 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.8 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.2 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 13.4 |
| Progress 8 measure for EBacc element - disadvantaged pupils | 0.03 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.52 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.58 |
| Average Attainment 8 score per disadvantaged pupil for open element | 13.5 |
| Progress 8 measure for open element - disadvantaged pupils | 0.01 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.53 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.56 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 13.2 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.97 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.68 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1.27 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11.4 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.39 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.12 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.66 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 18.4 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.9 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.6 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.2 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 18.2 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.91 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.62 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.21 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 12.6 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.9 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 17.4 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.8 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -4.1 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.13 |
| Average Attainment 8 score per pupil with low prior attainment | 30.1 |
| Number of pupils with low prior attainment included in Progress 8 measure | 22 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.17 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.42 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.77 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.17 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.43 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.78 |
| Average Attainment 8 score per pupil with middle prior attainment | 55.9 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 81 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.68 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.37 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.99 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.68 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.36 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.99 |
| Average Attainment 8 score per pupil with high prior attainment | 74 |
| Number of pupils with high prior attainment included in Progress 8 measure | 47 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.79 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.38 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.19 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.79 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.38 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.2 |
| Average Attainment 8 score per pupil for whom English is an additional language | 59.6 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 19.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 16.4 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 14.8 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.6 |
| 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 | 0.85 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.08 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.77 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.85 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.1 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.79 |
| Average Attainment 8 score per girl | 57.8 |
| Average Attainment 8 score per girl for English element | 12.6 |
| Average Attainment 8 score per girl for mathematics element | 10.7 |
| Average Attainment 8 score per girl for EBacc element | 17.3 |
| Average Attainment 8 score per girl for open element | 17.2 |
| Average Attainment 8 score per girl - GCSE only | 16.3 |
| Average Attainment 8 score per girl - non-GCSE only | 0.9 |
| Number of girls included in Progress 8 measure | 150 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 0.64 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.41 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.87 |
| Unadjusted Progress 8 measure - girls | 0.64 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.41 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.87 |
| Average Attainment 8 score per boy | NE |
| Average Attainment 8 score per boy for English element | NE |
| Average Attainment 8 score per boy for mathematics element | NE |
| Average Attainment 8 score per boy for EBacc element | NE |
| Average Attainment 8 score per boy for open element | NE |
| Average Attainment 8 score per boy - GCSE only | NE |
| Average Attainment 8 score per boy - non-GCSE only | NE |
| Number of boys included in Progress 8 measure | NE |
| Number of boys in progress measure with adjusted scores | NE |
| Adjusted Progress 8 measure - boys | NE |
| Adjusted Progress 8 lower 95% confidence interval - boys | NE |
| Adjusted Progress 8 upper 95% confidence interval - boys | NE |
| Unadjusted Progress 8 measure - boys | NE |
| Unadjusted Progress 8 lower 95% confidence interval - boys | NE |
| Unadjusted Progress 8 upper 95% confidence interval - boys | NE |
| Average Attainment 8 score per non-mobile pupil | 58.1 |
| Average Attainment 8 score per non-mobile pupil for English element | 12.6 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 10.8 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 17.4 |
| Average Attainment 8 score per non-mobile pupil for open element | 17.3 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 16.5 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
| Number of non-mobile pupils included in Progress 8 measure | 148 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.66 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.44 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.89 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.66 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.43 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.9 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 9 |
| EBacc entered % by low prior attainment | 40.90% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 4.50% |
| 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 | 73 |
| EBacc entered % by middle prior attainment | 90.10% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 63.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 35.80% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 46 |
| EBacc entered % by high prior attainment | 97.90% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 93.60% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 87.20% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 68.60% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 90.20% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 42.90% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 20.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 68.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 53.30% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.23 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.73 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.53 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.02 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.77 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.63 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.48 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.68 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.23 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.64 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.16 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.39 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.11 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.26 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.72 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.49 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.52 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.04 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.5 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.86 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.41 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.05 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.41 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.94 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.11 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.9 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.44 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.97 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.31 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.53 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.26 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.88 |
| 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 | 1.19 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.17 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.04 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.52 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.09 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.34 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.44 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.12 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.84 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.05 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.68 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.55 |
| % of boys with entries in all English Baccalaureate subject areas | NE |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | NE |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | NE |
| % of girls with entries in all English Baccalaureate subject areas | 85.40% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 63.10% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 45.90% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 85.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 63.90% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 46.50% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 81.80% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 54.50% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 27.30% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 81.50% |
| % of pupils achieving any qualifications | 100.00% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 60.00% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 89.30% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 22.70% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 72 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 88.90% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 47 |
| % 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 | NE |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 82.80% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 81.80% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 83.20% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 42.90% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 75.40% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 4.50% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 57 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 70.40% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 45 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 95.70% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | NE |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 68.20% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 72.70% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 69.00% |
| % of pupils entering more than one language | 7.00% |
| % of pupils entering biology, chemistry and physics | 35.70% |
| Average number of KS4 entries per pupil | 8.4 |
| Average number of KS4 entries per pupil with low prior attainment | 6.7 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.3 |
| Average number of KS4 entries per pupil with high prior attainment | 9.4 |
| Average number of KS4 entries per disadvantaged pupil | 7.6 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.7 |
| Average number of GCSE entries per pupil | 8.2 |
| Average number of GCSE entries per pupil with low prior attainment | 6.2 |
| Average number of GCSE entries per pupil with middle prior attainment | 8.1 |
| Average number of GCSE entries per pupil with high prior attainment | 9.3 |
| Average number of GCSE entries per disadvantaged pupil | 7.3 |
| Average number of GCSE entries per non-disadvantaged pupil | 8.5 |
| Total volume of entries without discounting | 1324 |
| 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 | Well above average |
| Number of pupils completing key stage 4 in 2020/21 | 160 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 153 |
| Apprenticeships (number of pupils) | 2 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 3 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 113 |
| Further education (number of pupils) | 37 |
| School sixth form (number of pupils) | 71 |
| Sixth form college (number of pupils) | 5 |
| 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) | 5 |
| Activity not captured (number of pupils) | 0 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
| Apprenticeships (percentage) | 2% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 92% |
| Further education (percentage) | 30% |
| School sixth form (percentage) | 58% |
| Sixth form college (percentage) | 4% |
| 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) | 0% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 37 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 35 |
| 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 | 123 |
| 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) | 118 |
| Number of pupils completing key stage 4 in 2019/20 | 160 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 46 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 85% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 114 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
| Number of pupils completing key stage 4 in 2018/19 | 159 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 41 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 90% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 118 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 99% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 1 |
| Upper confidence limit on the progression score for the total cohort | 8 |
| Lower confidence limit on the progression score for the total cohort | -6 |
| Cohort size | 115 |
| Progressed | 85% |
| Apprenticeships | 2% |
| Higher Education | 83% |
| Top third | 57% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 115 |
| Progressed for academic/applied general cohort | 85% |
| Progression score for academic/applied general cohort | 1 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
| 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 | 78% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 78% |
| Top third for disadvantaged students | 61% |
| 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) | 136 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 117 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 6 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 89 |
| 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) | 87 |
| 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) | 22 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 14 |
| Activity not captured in data (All levels of study) (number of students) | 5 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 86% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 4% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 65% |
| Further education (level 3 and below) (All levels of study) (percentage) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 64% |
| 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) | 16% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
| Activity not captured in data (All levels of study) (percentage) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 16 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 13 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 81% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 120 |
| 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) | 104 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 87% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 133 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 116 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 5 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 89 |
| Further education (level 3 and below) (Level 3) (number of students) | 2 |
| Higher education (level 4 and above) (Level 3) (number of students) | 87 |
| 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) | 22 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 12 |
| Activity not captured in data (Level 3) (number of students) | 5 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 87% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 4% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 67% |
| Further education (level 3 and below) (Level 3) (percentage) | 2% |
| Higher education (level 4 and above) (Level 3) (percentage) | 65% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 17% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
| Activity not captured in data (Level 3) (percentage) | 4% |
| 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 | 1 |
| Upper confidence limit on the progression score for the total cohort | 8 |
| Lower confidence limit on the progression score for the total cohort | -6 |
| Cohort size | 115 |
| Progressed | 85% |
| Apprenticeships | 2% |
| Higher Education | 83% |
| Top third | 57% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 115 |
| Progressed for academic/applied general cohort | 85% |
| Progression score for academic/applied general cohort | 1 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
| 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 | 78% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 78% |
| Top third for disadvantaged students | 61% |
| Higher technical for disadvantaged students | 0% |