For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 759 |
Number of girls on roll | 384 |
Number of boys on roll | 375 |
Percentage of girls on roll | 50.6 |
Percentage of boys on roll | 49.4 |
Number of eligible pupils with an EHC plan | 7 |
Percentage of eligible pupils with an EHC plan | 0.9 |
Number of eligible pupils with SEN support | 73 |
Percentage of eligible pupils with SEN support | 9.6 |
No. pupils where English not first language | 30 |
No. pupils with English first language | 729 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 4 |
% pupils with English first language | 96 |
No. pupils eligible for free school meals | 145 |
Number of pupils eligible for FSM at any time during the past 6 years | 131 |
Total pupils for FSMEver | 610 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 21.5 |
School address (1) | Bircham Road |
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School address (2) | Alcombe |
School town | Minehead |
School postcode | TA24 6AY |
School telephone number | 01643706061 |
School parliamentary constituency code | E14001548 |
School parliamentary constituency name | Tiverton and Minehead |
Religious denomination | Does not apply |
Age range | 13-19 |
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) | 759 |
Total boys on roll (including part-time pupils) | 375 |
Total girls on roll (including part-time pupils) | 384 |
Number of pupils at the end of key stage 4 | 186 |
Number of boys at the end of key stage 4 | 86 |
% of pupils at the end of key stage 4 who are boys | 46.20% |
Number of girls at the end of key stage 4 | 100 |
% of pupils at the end key stage 4 who are girls | 53.80% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 53 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 29.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 90 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 49.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 39 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 21.40% |
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) | 42 |
Percentage of key stage 2 disadvantaged pupils | 22.60% |
Number of key stage 2 pupils who are not disadvantaged | 144 |
Percentage of key stage 2 pupils who are not disadvantaged | 77.40% |
Number of eligible pupils with English as additional language (EAL) | 3 |
Percentage of eligible pupils with English as additional language (EAL) | 1.60% |
Number of eligible pupils with English as first language | 183 |
Percentage of eligible pupils with English as first language | 98.40% |
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 | 182 |
% of pupils at the end of key stage 4 who are non-mobile | 97.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.10% |
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 | 21 |
% 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 | 11.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 19 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 10.20% |
Total sum of Attainment 8 scores | 7389.5 |
Average Attainment 8 score per pupil | 39.7 |
Total sum of Attainment 8 scores for English element | 1658 |
Average Attainment 8 score per pupil for English element | 8.9 |
Total sum of Attainment 8 scores for mathematics element | 1528 |
Average Attainment 8 score per pupil for mathematics element | 8.2 |
Total sum of Attainment 8 scores for EBacc element | 2090.5 |
Average Attainment 8 score per pupil for EBacc element | 11.2 |
Total sum of Attainment 8 scores for open element | 2113 |
Average Attainment 8 score per pupil for open element | 11.4 |
Total sum of Attainment 8 scores for open element - GCSE only | 1957 |
Average Attainment 8 score per pupil for open element - GCSE only | 10.5 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 156 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.8 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 182 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 98% |
Progress 8 measure after adjustment for extreme scores | -0.5 |
Progress 8 lower 95% confidence interval for adjusted average | -0.71 |
Progress 8 upper 95% confidence interval for adjusted average | -0.29 |
Progress 8 measure based on unadjusted pupil scores | -0.51 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.71 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.3 |
Progress 8 measure for English element | -0.4 |
Lower 95% confidence interval for Progress 8 English element | -0.63 |
Upper 95% confidence interval for Progress 8 English element | -0.16 |
Progress 8 measure for mathematics element | -0.32 |
Lower 95% confidence interval for Progress 8 maths element | -0.54 |
Upper 95% confidence interval for Progress 8 maths element | -0.1 |
Progress 8 measure for EBacc element | -0.57 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.81 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.33 |
Progress 8 measure for open element | -0.63 |
Lower 95% confidence interval for Progress 8 open element | -0.87 |
Upper 95% confidence interval for Progress 8 open element | -0.4 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 57.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 33.90% |
Total EBacc APS score per pupil | 632.84 |
Average EBacc APS score per pupil | 3.4 |
Average EBacc APS score per disadvantaged pupil | 3.08 |
Average EBacc APS score per non-disadvantaged pupil | 3.5 |
Average EBacc APS score per pupil with low prior attainment | 2.17 |
Average EBacc APS score per pupil with middle prior attainment | 3.4 |
Average EBacc APS score per pupil with high prior attainment | 5.2 |
Average EBacc APS score per pupil for whom English is an additional language | SUPP |
Average EBacc APS score per girl | 3.59 |
Average EBacc APS score per boy | 3.19 |
Average EBacc APS score per non-mobile pupil | 3.4 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 43 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 23.10% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 9.10% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 5.90% |
Number of pupils entering the English Baccalaureate English subject area | 184 |
% of pupils entering the English Baccalaureate English subject area | 98.90% |
Number of pupils entering the English Baccalaureate Maths subject area | 184 |
% of pupils entering the English Baccalaureate Maths subject area | 98.90% |
Number of pupils entering the English Baccalaureate Science subject area | 184 |
% of pupils entering the English Baccalaureate Science subject area | 98.90% |
Number of pupils entering the English Baccalaureate Humanities subject area | 157 |
% of pupils entering the English Baccalaureate Humanities subject area | 84.40% |
Number of pupils entering the English Baccalaureate Language subject area | 54 |
% of pupils entering the English Baccalaureate Language subject area | 29.00% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 65.60% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 47.30% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 66.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 42.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 47.80% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 27.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 47.80% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 37.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 38.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 20.40% |
Number of pupils included in English Baccalaureate Science Value Added measure | 180 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 154 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
Number of pupils included in English Baccalaureate Language Value Added measure | 51 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 94% |
English Baccalaureate Science Value Added measure | -0.55 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.76 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.34 |
EBacc Humanities VA measure | -0.58 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.86 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.3 |
English Baccalaureate Languages Value Added measure | -1.28 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.82 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.75 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 122 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 88 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 123 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 79 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 88 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 51 |
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 | 59 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 21 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 11 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 39 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 21.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 183 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 98.40% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 184 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.90% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 183 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.50% |
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 | 94.90% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 51 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 94.40% |
Average Attainment 8 score per disadvantaged pupil | 36.2 |
Number of disadvantaged pupils in Progress 8 measure | 40 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.42 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.86 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.02 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.42 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.87 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.02 |
Average Attainment 8 score per non-disadvantaged pupil | 40.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 142 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.52 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.75 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.29 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.53 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.77 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.29 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.7 |
Progress 8 measure for English element - disadvantaged pupils | -0.09 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.59 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.41 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.4 |
Progress 8 measure for maths element - disadvantaged pupils | -0.26 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.72 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.2 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.9 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.54 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.05 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.04 |
Average Attainment 8 score per disadvantaged pupil for open element | 10.1 |
Progress 8 measure for open element - disadvantaged pupils | -0.63 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.13 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.13 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.49 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.75 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.22 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.4 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.34 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.58 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.09 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.6 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.58 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.85 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.31 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 11.7 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.64 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.9 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.37 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.5 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.9 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -13.8 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.58 |
Average Attainment 8 score per pupil with low prior attainment | 25 |
Number of pupils with low prior attainment included in Progress 8 measure | 53 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.39 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.78 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.01 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.39 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.78 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.01 |
Average Attainment 8 score per pupil with middle prior attainment | 40.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 90 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.53 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.83 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.24 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.54 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.84 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.25 |
Average Attainment 8 score per pupil with high prior attainment | 59.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 39 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.57 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.01 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.12 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.57 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.02 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.11 |
Average Attainment 8 score per pupil for whom English is an additional language | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for English element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for open element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | SUPP |
Number of pupils for whom English is an additional language included in Progress 8 measure | SUPP |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | SUPP |
Adjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Average Attainment 8 score per girl | 42.4 |
Average Attainment 8 score per girl for English element | 9.5 |
Average Attainment 8 score per girl for mathematics element | 8.3 |
Average Attainment 8 score per girl for EBacc element | 11.8 |
Average Attainment 8 score per girl for open element | 12.8 |
Average Attainment 8 score per girl - GCSE only | 12.1 |
Average Attainment 8 score per girl - non-GCSE only | 0.7 |
Number of girls included in Progress 8 measure | 97 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | -0.41 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.69 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.13 |
Unadjusted Progress 8 measure - girls | -0.42 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.71 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.13 |
Average Attainment 8 score per boy | 36.6 |
Average Attainment 8 score per boy for English element | 8.2 |
Average Attainment 8 score per boy for mathematics element | 8.1 |
Average Attainment 8 score per boy for EBacc element | 10.6 |
Average Attainment 8 score per boy for open element | 9.6 |
Average Attainment 8 score per boy - GCSE only | 8.7 |
Average Attainment 8 score per boy - non-GCSE only | 1 |
Number of boys included in Progress 8 measure | 85 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.6 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.91 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.3 |
Unadjusted Progress 8 measure - boys | -0.6 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.91 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.3 |
Average Attainment 8 score per non-mobile pupil | 39.7 |
Average Attainment 8 score per non-mobile pupil for English element | 8.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.2 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 11.2 |
Average Attainment 8 score per non-mobile pupil for open element | 11.4 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 10.5 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.9 |
Number of non-mobile pupils included in Progress 8 measure | 178 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.48 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.69 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.27 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.48 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.69 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.27 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
EBacc entered % by low prior attainment | 15.10% |
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 | 17 |
EBacc entered % by middle prior attainment | 18.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 5.60% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 1.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 16 |
EBacc entered % by high prior attainment | 41.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 30.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 25.60% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 23.80% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 22.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 4.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 10.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 7.60% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.32 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.6 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.75 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.66 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.52 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.69 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.62 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.36 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.5 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.61 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.27 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.19 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.42 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.86 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.12 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.21 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.12 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.28 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.76 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.07 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.72 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.3 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.9 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.29 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.21 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.07 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.07 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.28 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.93 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.18 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.21 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.21 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.03 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.22 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.94 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.7 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -3.01 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.52 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.73 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.06 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -2.49 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.41 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.98 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.49 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.35 |
% of boys with entries in all English Baccalaureate subject areas | 17.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 5.80% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 3.50% |
% of girls with entries in all English Baccalaureate subject areas | 28.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 12.00% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 8.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 23.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 8.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 6.00% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | SUPP |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 43.00% |
% of pupils achieving any qualifications | 98.90% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 52.40% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 58.30% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 9 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 17.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 61 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 67.80% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 36 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 92.30% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 50.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 63.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 56.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 23.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 36.80% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3.80% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 34 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 37.80% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 27 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 69.20% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 30.20% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 37.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 34.10% |
% of pupils entering more than one language | 0.50% |
% of pupils entering biology, chemistry and physics | 11.30% |
Average number of KS4 entries per pupil | 7.5 |
Average number of KS4 entries per pupil with low prior attainment | 7 |
Average number of KS4 entries per pupil with middle prior attainment | 7.4 |
Average number of KS4 entries per pupil with high prior attainment | 8.4 |
Average number of KS4 entries per disadvantaged pupil | 7.6 |
Average number of KS4 entries per non-disadvantaged pupil | 7.5 |
Average number of GCSE entries per pupil | 7.3 |
Average number of GCSE entries per pupil with low prior attainment | 6.8 |
Average number of GCSE entries per pupil with middle prior attainment | 7.1 |
Average number of GCSE entries per pupil with high prior attainment | 8.2 |
Average number of GCSE entries per disadvantaged pupil | 7.5 |
Average number of GCSE entries per non-disadvantaged pupil | 7.2 |
Total volume of entries without discounting | 1395 |
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 | SUPP |
Number of pupils completing key stage 4 in 2020/21 | 194 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 180 |
Apprenticeships (number of pupils) | 7 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 14 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 122 |
Further education (number of pupils) | 28 |
School sixth form (number of pupils) | 72 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 5 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
Apprenticeships (percentage) | 5% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 9% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 81% |
Further education (percentage) | 19% |
School sixth form (percentage) | 48% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 3% |
Activity not captured (percentage) | 1% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 44 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 37 |
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 | 150 |
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) | 143 |
Number of pupils completing key stage 4 in 2019/20 | 194 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 39 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 85% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 155 |
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 | 191 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 51 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 84% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 140 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
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 | -7 |
Lower confidence limit on the progression score for the total cohort | -28 |
Cohort size | 68 |
Progressed | 59% |
Apprenticeships | 3% |
Higher Education | 50% |
Top third | 13% |
Higher technical | 6% |
Cohort size for academic/applied general cohort | 68 |
Progressed for academic/applied general cohort | 59% |
Progression score for academic/applied general cohort | -18 |
Upper confidence limit on the progression score for the academic/applied general cohort | -8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -27 |
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 | 53% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 47% |
Top third for disadvantaged students | 12% |
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) | 82 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 63 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 8 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 26 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 25 |
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) | 29 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 16 |
Activity not captured in data (All levels of study) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 77% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 10% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 32% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 30% |
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) | 35% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 20% |
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) | 19 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 14 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 6 |
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) | 7 |
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) | 5 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 74% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 5% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 32% |
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) | 37% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 26% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 63 |
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) | 49 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
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) | 20 |
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) | 22 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 11 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 78% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 11% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 32% |
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) | 35% |
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) | 17% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 60 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 51 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 26 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 25 |
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) | 21 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 6 |
Activity not captured in data (Level 3) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 85% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 43% |
Further education (level 3 and below) (Level 3) (percentage) | 2% |
Higher education (level 4 and above) (Level 3) (percentage) | 42% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 35% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
Activity not captured in data (Level 3) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 11 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 9 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 6 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 3 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 2 |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 82% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 55% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 27% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 18% |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 49 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 42 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 20 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 18 |
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) | 4 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 8% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 41% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 37% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 8% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 12 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 7 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | 0 |
Further education (level 3 and below) (Level 2) (number of students) | 0 |
Higher education (level 4 and above) (Level 2) (number of students) | 0 |
Other education destinations (Level 2) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 6 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 5 |
Activity not captured in data (Level 2) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 58% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 8% |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 0% |
Further education (level 3 and below) (Level 2) (percentage) | 0% |
Higher education (level 4 and above) (Level 2) (percentage) | 0% |
Other education destinations (Level 2) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 50% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 42% |
Activity not captured in data (Level 2) (percentage) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | 4 |
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) | 0 |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | 0 |
Other education destinations (Level 2) (number of students) (disadvantaged) | 0 |
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) | 0 |
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) | 0% |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | 0% |
Other education destinations (Level 2) (percentage) (disadvantaged) | 0% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | 4 |
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) | 0 |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | 0 |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | 0 |
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) | 4 |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | 50% |
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) | 0% |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | 0% |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | 0% |
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) | 50% |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 5 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
Other education destinations (L1, entry level and other) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
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) | 5 |
Activity not captured in data (L1, entry level and other) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 50% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 30% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
Other education destinations (L1, entry level and other) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 20% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 50% |
Activity not captured in data (L1, entry level and other) (percentage) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 4 |
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) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | 0 |
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) | 0 |
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) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | 0% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | 6 |
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) | 3 |
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) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
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) | 3 |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
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) | 50% |
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) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
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) | 50% |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
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 | -7 |
Lower confidence limit on the progression score for the total cohort | -28 |
Cohort size | 68 |
Progressed | 59% |
Apprenticeships | 3% |
Higher Education | 50% |
Top third | 13% |
Higher technical | 6% |
Cohort size for academic/applied general cohort | 68 |
Progressed for academic/applied general cohort | 59% |
Progression score for academic/applied general cohort | -18 |
Upper confidence limit on the progression score for the academic/applied general cohort | -8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -27 |
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 | 53% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 47% |
Top third for disadvantaged students | 12% |
Higher technical for disadvantaged students | SUPP |