For the 2023/2024 academic year
Type of school | State-funded secondary |
---|---|
Total number of pupils on roll | 1873 |
Number of girls on roll | 908 |
Number of boys on roll | 965 |
Percentage of girls on roll | 48.5 |
Percentage of boys on roll | 51.5 |
Number of eligible pupils with an EHC plan | 35 |
Percentage of eligible pupils with an EHC plan | 1.9 |
Number of eligible pupils with SEN support | 165 |
Percentage of eligible pupils with SEN support | 8.8 |
No. pupils where English not first language | 494 |
No. pupils with English first language | 1377 |
No. pupils where first language is unclassified | 2 |
% pupils where English not first language | 26.4 |
% pupils with English first language | 73.5 |
No. pupils eligible for free school meals | 281 |
Number of pupils eligible for FSM at any time during the past 6 years | 293 |
Total pupils for FSMEver | 1501 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 19.5 |
School address (1) | Walbank Grove |
---|---|
School address (2) | Shenley Brook End |
School town | Milton Keynes |
School postcode | MK5 7ZT |
School telephone number | 01908520264 |
School parliamentary constituency code | E14001369 |
School parliamentary constituency name | Milton Keynes Central |
Religious denomination | None |
Age range | 11-19 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1873 |
Total boys on roll (including part-time pupils) | 965 |
Total girls on roll (including part-time pupils) | 908 |
Number of pupils at the end of key stage 4 | 304 |
Number of boys at the end of key stage 4 | 152 |
% of pupils at the end of key stage 4 who are boys | 50.00% |
Number of girls at the end of key stage 4 | 152 |
% of pupils at the end key stage 4 who are girls | 50.00% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.7 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 41 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 14.90% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 156 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 79 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 28.60% |
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) | 60 |
Percentage of key stage 2 disadvantaged pupils | 19.70% |
Number of key stage 2 pupils who are not disadvantaged | 244 |
Percentage of key stage 2 pupils who are not disadvantaged | 80.30% |
Number of eligible pupils with English as additional language (EAL) | 62 |
Percentage of eligible pupils with English as additional language (EAL) | 20.40% |
Number of eligible pupils with English as first language | 242 |
Percentage of eligible pupils with English as first language | 79.60% |
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 | 286 |
% of pupils at the end of key stage 4 who are non-mobile | 94.10% |
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 | 1.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 27 |
% 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 | 8.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 24 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 7.90% |
Total sum of Attainment 8 scores | 14214.5 |
Average Attainment 8 score per pupil | 46.8 |
Total sum of Attainment 8 scores for English element | 2870 |
Average Attainment 8 score per pupil for English element | 9.4 |
Total sum of Attainment 8 scores for mathematics element | 3032 |
Average Attainment 8 score per pupil for mathematics element | 10 |
Total sum of Attainment 8 scores for EBacc element | 4293 |
Average Attainment 8 score per pupil for EBacc element | 14.1 |
Total sum of Attainment 8 scores for open element | 4019.5 |
Average Attainment 8 score per pupil for open element | 13.2 |
Total sum of Attainment 8 scores for open element - GCSE only | 3594.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 11.8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 425 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.4 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
Number of pupils included in Progress 8 measure | 276 |
Number of pupils who have had P8 score adjusted in average | 4 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 91% |
Progress 8 measure after adjustment for extreme scores | -0.25 |
Progress 8 lower 95% confidence interval for adjusted average | -0.42 |
Progress 8 upper 95% confidence interval for adjusted average | -0.08 |
Progress 8 measure based on unadjusted pupil scores | -0.25 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.42 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.08 |
Progress 8 measure for English element | -0.5 |
Lower 95% confidence interval for Progress 8 English element | -0.69 |
Upper 95% confidence interval for Progress 8 English element | -0.31 |
Progress 8 measure for mathematics element | 0.05 |
Lower 95% confidence interval for Progress 8 maths element | -0.13 |
Upper 95% confidence interval for Progress 8 maths element | 0.22 |
Progress 8 measure for EBacc element | -0.17 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.37 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.02 |
Progress 8 measure for open element | -0.37 |
Lower 95% confidence interval for Progress 8 open element | -0.56 |
Upper 95% confidence interval for Progress 8 open element | -0.18 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 69.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 45.40% |
Total EBacc APS score per pupil | 1226.54 |
Average EBacc APS score per pupil | 4.03 |
Average EBacc APS score per disadvantaged pupil | 3.16 |
Average EBacc APS score per non-disadvantaged pupil | 4.25 |
Average EBacc APS score per pupil with low prior attainment | 2.19 |
Average EBacc APS score per pupil with middle prior attainment | 3.71 |
Average EBacc APS score per pupil with high prior attainment | 5.53 |
Average EBacc APS score per pupil for whom English is an additional language | 4.67 |
Average EBacc APS score per girl | 3.76 |
Average EBacc APS score per boy | 4.31 |
Average EBacc APS score per non-mobile pupil | 4.06 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 49 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 16.10% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 11.50% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 8.20% |
Number of pupils entering the English Baccalaureate English subject area | 286 |
% of pupils entering the English Baccalaureate English subject area | 94.10% |
Number of pupils entering the English Baccalaureate Maths subject area | 297 |
% of pupils entering the English Baccalaureate Maths subject area | 97.70% |
Number of pupils entering the English Baccalaureate Science subject area | 286 |
% of pupils entering the English Baccalaureate Science subject area | 94.10% |
Number of pupils entering the English Baccalaureate Humanities subject area | 270 |
% of pupils entering the English Baccalaureate Humanities subject area | 88.80% |
Number of pupils entering the English Baccalaureate Language subject area | 60 |
% of pupils entering the English Baccalaureate Language subject area | 19.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 75.30% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 54.90% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 77.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 55.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 67.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 46.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 68.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 55.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 83.30% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 75.00% |
Number of pupils included in English Baccalaureate Science Value Added measure | 262 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 92% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 249 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 92% |
Number of pupils included in English Baccalaureate Language Value Added measure | 49 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 82% |
English Baccalaureate Science Value Added measure | -0.17 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.34 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.01 |
EBacc Humanities VA measure | -0.04 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.26 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.19 |
English Baccalaureate Languages Value Added measure | 0.8 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.25 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.35 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 229 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 167 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 235 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 170 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 193 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 133 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 185 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 150 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 50 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 45 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 48 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 15.80% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 284 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 93.40% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 297 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.70% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 282 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.60% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 264 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.80% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 59 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.30% |
Average Attainment 8 score per disadvantaged pupil | 37.2 |
Number of disadvantaged pupils in Progress 8 measure | 57 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 4 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.05 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.42 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.68 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.07 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.45 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.7 |
Average Attainment 8 score per non-disadvantaged pupil | 49.1 |
Number of non-disadvantaged pupils in Progress 8 measure | 219 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.23 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.15 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.23 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.15 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.5 |
Progress 8 measure for English element - disadvantaged pupils | -1.32 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.74 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.9 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.53 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.91 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.14 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.1 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.04 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.46 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.61 |
Average Attainment 8 score per disadvantaged pupil for open element | 10 |
Progress 8 measure for open element - disadvantaged pupils | -1.31 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.73 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.89 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.9 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.28 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.5 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.07 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.3 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.19 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.39 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14.9 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.17 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.27 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.12 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.34 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.09 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.9 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.5 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -12.8 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.21 |
Average Attainment 8 score per pupil with low prior attainment | 26.1 |
Number of pupils with low prior attainment included in Progress 8 measure | 41 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.32 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.75 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.12 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.32 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.76 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.13 |
Average Attainment 8 score per pupil with middle prior attainment | 43.5 |
Number of pupils with middle prior attainment included in Progress 8 measure | 156 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 4 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.24 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.46 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.01 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.25 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.47 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.02 |
Average Attainment 8 score per pupil with high prior attainment | 63.1 |
Number of pupils with high prior attainment included in Progress 8 measure | 79 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.24 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.55 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.07 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.24 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.56 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.08 |
Average Attainment 8 score per pupil for whom English is an additional language | 51.8 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10 |
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 | 16.6 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 13.9 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.1 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.8 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 48 |
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 | 0.32 |
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 | 0.72 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.32 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.09 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.73 |
Average Attainment 8 score per girl | 44.6 |
Average Attainment 8 score per girl for English element | 9.5 |
Average Attainment 8 score per girl for mathematics element | 8.8 |
Average Attainment 8 score per girl for EBacc element | 13 |
Average Attainment 8 score per girl for open element | 13.3 |
Average Attainment 8 score per girl - GCSE only | 11.6 |
Average Attainment 8 score per girl - non-GCSE only | 1.7 |
Number of girls included in Progress 8 measure | 141 |
Number of girls in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - girls | -0.35 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.59 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.12 |
Unadjusted Progress 8 measure - girls | -0.36 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.6 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.13 |
Average Attainment 8 score per boy | 48.9 |
Average Attainment 8 score per boy for English element | 9.4 |
Average Attainment 8 score per boy for mathematics element | 11.1 |
Average Attainment 8 score per boy for EBacc element | 15.2 |
Average Attainment 8 score per boy for open element | 13.2 |
Average Attainment 8 score per boy - GCSE only | 12 |
Average Attainment 8 score per boy - non-GCSE only | 1.1 |
Number of boys included in Progress 8 measure | 135 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.14 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.38 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.1 |
Unadjusted Progress 8 measure - boys | -0.14 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.38 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.1 |
Average Attainment 8 score per non-mobile pupil | 47 |
Average Attainment 8 score per non-mobile pupil for English element | 9.5 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.9 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.1 |
Average Attainment 8 score per non-mobile pupil for open element | 13.4 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 12 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.5 |
Number of non-mobile pupils included in Progress 8 measure | 270 |
Number of non-mobile pupils in progress measure with adjusted scores | 4 |
Adjusted Progress 8 measure - non-mobile pupils | -0.21 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.38 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.04 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.22 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.39 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.05 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 3 |
EBacc entered % by low prior attainment | 7.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.40% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 21 |
EBacc entered % by middle prior attainment | 13.50% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 8.30% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 5.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 19 |
EBacc entered % by high prior attainment | 24.10% |
EBacc achieved % by high prior attainment - with 9-4 passes | 22.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 19.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 8.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 18.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 6.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 12.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 8.60% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.14 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.18 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.15 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.66 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.06 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.02 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.07 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.23 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.56 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.07 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.83 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.56 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.8 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.8 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.25 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.07 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.14 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.25 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.34 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.63 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.05 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.42 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.18 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.47 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.01 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.1 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.31 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.17 |
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 | -0.6 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.23 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.17 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.63 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 2.01 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.42 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.41 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.18 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.6 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.07 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.4 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.28 |
% of boys with entries in all English Baccalaureate subject areas | 17.10% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 13.20% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 10.50% |
% of girls with entries in all English Baccalaureate subject areas | 15.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 9.90% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 5.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 16.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 11.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 8.00% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 33.90% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 21.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 17.70% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 62.50% |
% of pupils achieving any qualifications | 97.70% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 50.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 73.80% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 6 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 14.60% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 112 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 71.80% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 75 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 94.90% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 71.10% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 67.10% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 69.40% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 70.30% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 26.70% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 50.00% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 7.30% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 56 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 35.90% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 65 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 82.30% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 49.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 41.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 46.80% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 46.50% |
% of pupils entering more than one language | 1.00% |
% of pupils entering biology, chemistry and physics | 27.60% |
Average number of KS4 entries per pupil | 8 |
Average number of KS4 entries per pupil with low prior attainment | 6.8 |
Average number of KS4 entries per pupil with middle prior attainment | 7.9 |
Average number of KS4 entries per pupil with high prior attainment | 8.7 |
Average number of KS4 entries per disadvantaged pupil | 6.9 |
Average number of KS4 entries per non-disadvantaged pupil | 8.2 |
Average number of GCSE entries per pupil | 7.4 |
Average number of GCSE entries per pupil with low prior attainment | 6.3 |
Average number of GCSE entries per pupil with middle prior attainment | 7.3 |
Average number of GCSE entries per pupil with high prior attainment | 8.2 |
Average number of GCSE entries per disadvantaged pupil | 6.5 |
Average number of GCSE entries per non-disadvantaged pupil | 7.6 |
Total volume of entries without discounting | 2425 |
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 | Below average |
Number of pupils completing key stage 4 in 2020/21 | 301 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 286 |
Apprenticeships (number of pupils) | 9 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 11 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 213 |
Further education (number of pupils) | 76 |
School sixth form (number of pupils) | 134 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | 3 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 6 |
Activity not captured (number of pupils) | 3 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 88% |
Further education (percentage) | 31% |
School sixth form (percentage) | 55% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | 1% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
Activity not captured (percentage) | 1% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 59 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 53 |
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 | 242 |
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) | 233 |
Number of pupils completing key stage 4 in 2019/20 | 301 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 60 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 241 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of pupils completing key stage 4 in 2018/19 | 295 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 46 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 89% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 249 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 7 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | 0 |
Cohort size | 140 |
Progressed | 82% |
Apprenticeships | 5% |
Higher Education | 75% |
Top third | 28% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 140 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
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 | 67% |
Apprenticeships for disadvantaged students | 10% |
HE for disadvantaged students | 57% |
Top third for disadvantaged students | 19% |
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) | 177 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 161 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 109 |
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) | 106 |
Other education destinations (All levels of study) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 47 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 12 |
Activity not captured in data (All levels of study) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 62% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 60% |
Other education destinations (All levels of study) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 27% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
Activity not captured in data (All levels of study) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 19 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 17 |
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) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 8 |
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) | 89% |
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) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 42% |
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) | 158 |
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) | 144 |
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) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 39 |
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) | 91% |
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) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 25% |
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) | 173 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 159 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 109 |
Further education (level 3 and below) (Level 3) (number of students) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) | 106 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 45 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 10 |
Activity not captured in data (Level 3) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 63% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 61% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 26% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
Activity not captured in data (Level 3) (percentage) | 2% |
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) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 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 | 7 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | 0 |
Cohort size | 140 |
Progressed | 82% |
Apprenticeships | 5% |
Higher Education | 75% |
Top third | 28% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 140 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
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 | 67% |
Apprenticeships for disadvantaged students | 10% |
HE for disadvantaged students | 57% |
Top third for disadvantaged students | 19% |
Higher technical for disadvantaged students | 0% |