For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 997 |
Number of girls on roll | 595 |
Number of boys on roll | 402 |
Percentage of girls on roll | 59.7 |
Percentage of boys on roll | 40.3 |
Number of eligible pupils with an EHC plan | 29 |
Percentage of eligible pupils with an EHC plan | 2.9 |
Number of eligible pupils with SEN support | 158 |
Percentage of eligible pupils with SEN support | 15.8 |
No. pupils where English not first language | 180 |
No. pupils with English first language | 811 |
No. pupils where first language is unclassified | 6 |
% pupils where English not first language | 18.1 |
% pupils with English first language | 81.3 |
No. pupils eligible for free school meals | 335 |
Number of pupils eligible for FSM at any time during the past 6 years | 321 |
Total pupils for FSMEver | 880 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 36.5 |
School address (1) | Harlaxton Road |
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School town | Grantham |
School postcode | NG31 7JR |
School telephone number | 01476563251 |
School parliamentary constituency code | E14001253 |
School parliamentary constituency name | Grantham and Bourne |
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 | NON SEL IN HIGHLY SEL AREA |
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) | 997 |
Total boys on roll (including part-time pupils) | 402 |
Total girls on roll (including part-time pupils) | 595 |
Number of pupils at the end of key stage 4 | 175 |
Number of boys at the end of key stage 4 | 67 |
% of pupils at the end of key stage 4 who are boys | 38.30% |
Number of girls at the end of key stage 4 | 108 |
% of pupils at the end key stage 4 who are girls | 61.70% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.3 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 59 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 35.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 88 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.00% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 19 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 11.40% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 54 |
Percentage of key stage 2 disadvantaged pupils | 30.90% |
Number of key stage 2 pupils who are not disadvantaged | 121 |
Percentage of key stage 2 pupils who are not disadvantaged | 69.10% |
Number of eligible pupils with English as additional language (EAL) | 34 |
Percentage of eligible pupils with English as additional language (EAL) | 19.40% |
Number of eligible pupils with English as first language | 138 |
Percentage of eligible pupils with English as first language | 78.90% |
Number of eligible pupils with unclassified language | 3 |
Percentage of eligible pupils with unclassified language | 1.70% |
Number of pupils at the end of key stage 4 who are non-mobile | 165 |
% of pupils at the end of key stage 4 who are non-mobile | 94.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.40% |
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 | 26 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 14.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 20 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11.40% |
Total sum of Attainment 8 scores | 6752.3 |
Average Attainment 8 score per pupil | 38.6 |
Total sum of Attainment 8 scores for English element | 1421 |
Average Attainment 8 score per pupil for English element | 8.1 |
Total sum of Attainment 8 scores for mathematics element | 1330 |
Average Attainment 8 score per pupil for mathematics element | 7.6 |
Total sum of Attainment 8 scores for EBacc element | 2147.5 |
Average Attainment 8 score per pupil for EBacc element | 12.3 |
Total sum of Attainment 8 scores for open element | 1853.8 |
Average Attainment 8 score per pupil for open element | 10.6 |
Total sum of Attainment 8 scores for open element - GCSE only | 1475.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 8.4 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 378.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 2.2 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
Number of pupils included in Progress 8 measure | 166 |
Number of pupils who have had P8 score adjusted in average | 1 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 95% |
Progress 8 measure after adjustment for extreme scores | -0.16 |
Progress 8 lower 95% confidence interval for adjusted average | -0.38 |
Progress 8 upper 95% confidence interval for adjusted average | 0.05 |
Progress 8 measure based on unadjusted pupil scores | -0.16 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.38 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.05 |
Progress 8 measure for English element | -0.35 |
Lower 95% confidence interval for Progress 8 English element | -0.6 |
Upper 95% confidence interval for Progress 8 English element | -0.11 |
Progress 8 measure for mathematics element | -0.15 |
Lower 95% confidence interval for Progress 8 maths element | -0.38 |
Upper 95% confidence interval for Progress 8 maths element | 0.07 |
Progress 8 measure for EBacc element | 0.24 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.01 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.49 |
Progress 8 measure for open element | -0.45 |
Lower 95% confidence interval for Progress 8 open element | -0.69 |
Upper 95% confidence interval for Progress 8 open element | -0.2 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 49.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 26.90% |
Total EBacc APS score per pupil | 614.28 |
Average EBacc APS score per pupil | 3.51 |
Average EBacc APS score per disadvantaged pupil | 3.11 |
Average EBacc APS score per non-disadvantaged pupil | 3.69 |
Average EBacc APS score per pupil with low prior attainment | 2.33 |
Average EBacc APS score per pupil with middle prior attainment | 3.8 |
Average EBacc APS score per pupil with high prior attainment | 5.82 |
Average EBacc APS score per pupil for whom English is an additional language | 3.52 |
Average EBacc APS score per girl | 3.52 |
Average EBacc APS score per boy | 3.49 |
Average EBacc APS score per non-mobile pupil | 3.54 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 51 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 29.10% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 14.90% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 9.70% |
Number of pupils entering the English Baccalaureate English subject area | 164 |
% of pupils entering the English Baccalaureate English subject area | 93.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 169 |
% of pupils entering the English Baccalaureate Maths subject area | 96.60% |
Number of pupils entering the English Baccalaureate Science subject area | 165 |
% of pupils entering the English Baccalaureate Science subject area | 94.30% |
Number of pupils entering the English Baccalaureate Humanities subject area | 153 |
% of pupils entering the English Baccalaureate Humanities subject area | 87.40% |
Number of pupils entering the English Baccalaureate Language subject area | 52 |
% of pupils entering the English Baccalaureate Language subject area | 29.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 62.30% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 35.40% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 60.00% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 33.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 64.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 40.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 49.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 36.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 69.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 53.80% |
Number of pupils included in English Baccalaureate Science Value Added measure | 156 |
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 | 146 |
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 | 47 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 90% |
English Baccalaureate Science Value Added measure | 0.42 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.19 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.65 |
EBacc Humanities VA measure | -0.04 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.32 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.25 |
English Baccalaureate Languages Value Added measure | 0.22 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.34 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.78 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 109 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 62 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 105 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 59 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 106 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 66 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 75 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 56 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 36 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 28 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 51 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 29.10% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 163 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 93.10% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 168 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.00% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 165 |
% 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 | 149 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.40% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 52 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 33.9 |
Number of disadvantaged pupils in Progress 8 measure | 52 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.37 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.75 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.02 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.37 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.76 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.02 |
Average Attainment 8 score per non-disadvantaged pupil | 40.7 |
Number of non-disadvantaged pupils in Progress 8 measure | 114 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.07 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.33 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.19 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.07 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.34 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.19 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.5 |
Progress 8 measure for English element - disadvantaged pupils | -0.4 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.84 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.04 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.7 |
Progress 8 measure for maths element - disadvantaged pupils | -0.35 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.75 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.06 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.6 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.03 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.47 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.42 |
Average Attainment 8 score per disadvantaged pupil for open element | 9.1 |
Progress 8 measure for open element - disadvantaged pupils | -0.7 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.14 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.26 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 8.4 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.33 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.63 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.03 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.07 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.34 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.21 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.36 |
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 | 0.66 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 11.3 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.33 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.63 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.03 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 8.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.6 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -16.1 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.53 |
Average Attainment 8 score per pupil with low prior attainment | 26.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 59 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.02 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.38 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.34 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.02 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.39 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.35 |
Average Attainment 8 score per pupil with middle prior attainment | 41.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 88 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.3 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.6 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.01 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.31 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.61 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.01 |
Average Attainment 8 score per pupil with high prior attainment | 63.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 19 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.05 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.59 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.69 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.05 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.6 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.7 |
Average Attainment 8 score per pupil for whom English is an additional language | 37.2 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 7.6 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 7.2 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 12.4 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 9.9 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 8 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.9 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 28 |
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 | 0.2 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.33 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.72 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.2 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.34 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.73 |
Average Attainment 8 score per girl | 39.2 |
Average Attainment 8 score per girl for English element | 8.4 |
Average Attainment 8 score per girl for mathematics element | 7.4 |
Average Attainment 8 score per girl for EBacc element | 12.1 |
Average Attainment 8 score per girl for open element | 11.4 |
Average Attainment 8 score per girl - GCSE only | 8.8 |
Average Attainment 8 score per girl - non-GCSE only | 2.6 |
Number of girls included in Progress 8 measure | 104 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | -0.13 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.4 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.14 |
Unadjusted Progress 8 measure - girls | -0.13 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.41 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.15 |
Average Attainment 8 score per boy | 37.6 |
Average Attainment 8 score per boy for English element | 7.7 |
Average Attainment 8 score per boy for mathematics element | 8 |
Average Attainment 8 score per boy for EBacc element | 12.5 |
Average Attainment 8 score per boy for open element | 9.3 |
Average Attainment 8 score per boy - GCSE only | 7.9 |
Average Attainment 8 score per boy - non-GCSE only | 1.5 |
Number of boys included in Progress 8 measure | 62 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.22 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.57 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.13 |
Unadjusted Progress 8 measure - boys | -0.22 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.58 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.14 |
Average Attainment 8 score per non-mobile pupil | 39.1 |
Average Attainment 8 score per non-mobile pupil for English element | 8.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.7 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 12.4 |
Average Attainment 8 score per non-mobile pupil for open element | 10.8 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8.5 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.3 |
Number of non-mobile pupils included in Progress 8 measure | 158 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.07 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.29 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.15 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.07 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.3 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.15 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
EBacc entered % by low prior attainment | 13.60% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 28 |
EBacc entered % by middle prior attainment | 31.80% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 18.20% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 10.20% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 10 |
EBacc entered % by high prior attainment | 52.60% |
EBacc achieved % by high prior attainment - with 9-4 passes | 47.40% |
EBacc achieved % by high prior attainment - with 9-5 passes | 36.80% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 31.50% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 28.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 14.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 13.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 14.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 8.30% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.66 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.27 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.39 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.37 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.44 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.06 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.15 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.21 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.14 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.01 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.74 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.36 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.65 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.07 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.37 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.79 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.05 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.71 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.17 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.05 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.27 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.59 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.04 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.04 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.27 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.4 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.67 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.35 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.34 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.57 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.45 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.24 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.53 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.01 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.59 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.89 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.03 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.06 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.32 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.02 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.54 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.09 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.36 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.56 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.86 |
% of boys with entries in all English Baccalaureate subject areas | 25.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 11.90% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 7.50% |
% of girls with entries in all English Baccalaureate subject areas | 31.50% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 16.70% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 11.10% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 29.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 15.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 9.70% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 44.10% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 11.80% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 5.90% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 42.90% |
% of pupils achieving any qualifications | 97.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 33.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 56.20% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 11 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 18.60% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 53 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 60.20% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 19 |
% 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 | 44.80% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 51.90% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 44.10% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 49.70% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 22.20% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 28.90% |
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 | 1.70% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 26 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 29.50% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 18 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 94.70% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 26.90% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 26.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 17.60% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 27.30% |
% of pupils entering more than one language | 1.70% |
% of pupils entering biology, chemistry and physics | 20.00% |
Average number of KS4 entries per pupil | 7.6 |
Average number of KS4 entries per pupil with low prior attainment | 7.2 |
Average number of KS4 entries per pupil with middle prior attainment | 7.7 |
Average number of KS4 entries per pupil with high prior attainment | 8.2 |
Average number of KS4 entries per disadvantaged pupil | 7.2 |
Average number of KS4 entries per non-disadvantaged pupil | 7.8 |
Average number of GCSE entries per pupil | 6.8 |
Average number of GCSE entries per pupil with low prior attainment | 6.3 |
Average number of GCSE entries per pupil with middle prior attainment | 6.9 |
Average number of GCSE entries per pupil with high prior attainment | 7.6 |
Average number of GCSE entries per disadvantaged pupil | 6.6 |
Average number of GCSE entries per non-disadvantaged pupil | 6.9 |
Total volume of entries without discounting | 1339 |
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 | Average |
Number of pupils completing key stage 4 in 2020/21 | 109 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 101 |
Apprenticeships (number of pupils) | 4 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 76 |
Further education (number of pupils) | 30 |
School sixth form (number of pupils) | 46 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 2 |
Activity not captured (number of pupils) | 3 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
Apprenticeships (percentage) | 5% |
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) | 87% |
Further education (percentage) | 34% |
School sixth form (percentage) | 53% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
Activity not captured (percentage) | 3% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 22 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 19 |
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 | 87 |
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) | 82 |
Number of pupils completing key stage 4 in 2019/20 | 112 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 29 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 83 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of pupils completing key stage 4 in 2018/19 | 121 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
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 | 91 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -18 |
Upper confidence limit on the progression score for the total cohort | -6 |
Lower confidence limit on the progression score for the total cohort | -29 |
Cohort size | 48 |
Progressed | 58% |
Apprenticeships | 0% |
Higher Education | 56% |
Top third | 17% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 48 |
Progressed for academic/applied general cohort | 58% |
Progression score for academic/applied general cohort | -18 |
Upper confidence limit on the progression score for the academic/applied general cohort | -6 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -29 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 57% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 49 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 45 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 34 |
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) | 32 |
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) | 9 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 2 |
Activity not captured in data (All levels of study) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 4% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 69% |
Further education (level 3 and below) (All levels of study) (percentage) | 4% |
Higher education (level 4 and above) (All levels of study) (percentage) | 65% |
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) | 18% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 4% |
Activity not captured in data (All levels of study) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 6 |
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) | 86% |
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) | 42 |
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) | 39 |
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) | 93% |
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) | 47 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 43 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 34 |
Further education (level 3 and below) (Level 3) (number of students) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) | 32 |
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) | 8 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 2 |
Activity not captured in data (Level 3) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 72% |
Further education (level 3 and below) (Level 3) (percentage) | 4% |
Higher education (level 4 and above) (Level 3) (percentage) | 68% |
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) | 4% |
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) | 2 |
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 | -18 |
Upper confidence limit on the progression score for the total cohort | -6 |
Lower confidence limit on the progression score for the total cohort | -29 |
Cohort size | 48 |
Progressed | 58% |
Apprenticeships | 0% |
Higher Education | 56% |
Top third | 17% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 48 |
Progressed for academic/applied general cohort | 58% |
Progression score for academic/applied general cohort | -18 |
Upper confidence limit on the progression score for the academic/applied general cohort | -6 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -29 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 57% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |