The Piggott School
All-through Academy school in Reading RG10 8DS
All-through Academy school in Reading RG10 8DS
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1868 |
| Number of girls on roll | 904 |
| Number of boys on roll | 964 |
| Percentage of girls on roll | 48.4 |
| Percentage of boys on roll | 51.6 |
| Number of eligible pupils with an EHC plan | 45 |
| Percentage of eligible pupils with an EHC plan | 2.4 |
| Number of eligible pupils with SEN support | 247 |
| Percentage of eligible pupils with SEN support | 13.2 |
| No. pupils where English not first language | 151 |
| No. pupils with English first language | 1650 |
| No. pupils where first language is unclassified | 67 |
| % pupils where English not first language | 8.1 |
| % pupils with English first language | 88.3 |
| No. pupils eligible for free school meals | 102 |
| Number of pupils eligible for FSM at any time during the past 6 years | 83 |
| Total pupils for FSMEver | 1376 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 6 |
| Alphabetic index | 20360 |
|---|---|
| School address (1) | Twyford Road |
| School address (2) | Wargrave |
| School town | Reading |
| School postcode | RG10 8DS |
| School telephone number | 1189402357 |
| School parliamentary constituency code | E14001593 |
| School parliamentary constituency name | Wokingham |
| Converter academy: URN | 0 |
| Religious denomination | Church of England |
| Age range | 4-18 |
| School published in secondary school (key stage 4) performance tables | 0 |
| School published in school and college (key stage 5) performance tables | 0 |
| Total number of pupils (including part-time pupils) | 1868 |
| Number of pupils aged 11 | 30 |
| Published eligible pupil number | 29 |
| Eligible boys on school roll at time of tests | 15 |
| Eligible girls on school roll at time of tests | 14 |
| Percentage of eligible boys on school roll at time of tests | 52% |
| Percentage of eligible girls on school roll at time of tests | 48% |
| 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) | 3 |
| Percentage of key stage 2 disadvantaged pupils | 10% |
| Number of key stage 2 pupils who are not disadvantaged | 26 |
| Percentage of key stage 2 pupils who are not disadvantaged | 90% |
| Number of eligible pupils with English as additional language (EAL) | 2 |
| Percentage of eligible pupils with English as additional language (EAL) | 7% |
| Number of eligible pupils classified as non-mobile | 29 |
| Percentage of eligible pupils classified as non-mobile | 100% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 69% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 14% |
| Percentage of pupils reaching the expected standard in reading | 90% |
| Percentage of pupils achieving a high score in reading | 34% |
| Percentage of pupils absent from or not able to access the test in reading | 0% |
| Average scaled score in reading | 106 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 79% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 31% |
| Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 0% |
| Average scaled score in grammar, punctuation and spelling | 107 |
| Percentage of pupils reaching the expected standard in maths | 79% |
| Percentage of pupils achieving a high score in maths | 21% |
| Percentage of pupils absent from or not able to access the test in maths | 0% |
| Average scaled score in maths | 105 |
| Percentage of pupils reaching the expected standard in writing | 76% |
| Percentage of pupils working at greater depth within the expected standard in writing | 17% |
| Percentage of pupils working towards the expected standard in writing | 24% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 93% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 73% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 64% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | SUPP |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | SUPP |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | SUPP |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 69% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 20% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 7% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | SUPP |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 14% |
| Average scaled score in reading for boys | 108 |
| Average scaled score in reading for girls | 104 |
| Average scaled score in reading for disadvantaged pupils | SUPP |
| Average scaled score in reading for non-disadvantaged pupils | SUPP |
| Average scaled score in reading for EAL pupils | SUPP |
| Average scaled score in reading for MOBN pupils | 106 |
| Average scaled score in maths for boys | 108 |
| Average scaled score in maths for girls | 102 |
| Average scaled score in maths for disadvantaged pupils | SUPP |
| Average scaled score in maths for non-disadvantaged pupils | SUPP |
| Average scaled score in maths for EAL pupils | SUPP |
| Average scaled score in maths for MOBN pupils | 105 |
| Average scaled score in GPS for boys | 108 |
| Average scaled score in GPS for girls | 105 |
| Average scaled score in GPS for disadvantaged pupils | SUPP |
| Average scaled score in GPS for non-disadvantaged pupils | SUPP |
| Average scaled score in GPS for EAL pupils | SUPP |
| Average scaled score in GPS for MOBN pupils | 107 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | SUPP |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | SUPP |
| Percentage of disadvantaged pupils reaching the expected standard in maths | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | SUPP |
| Percentage of disadvantaged pupils reaching the expected standard in writing | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | SUPP |
| Percentage of disadvantaged pupils achieving a high score in reading | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in reading | SUPP |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | SUPP |
| Percentage of disadvantaged pupils achieving a high score in maths | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in maths | SUPP |
| Percentage of disadvantaged pupils working at greater depth in writing | SUPP |
| Percentage of non-disadvantaged pupils working at greater depth in writing | SUPP |
| Number of eligible pupils with English as first language | 27 |
| Percentage of eligible pupils with English as first language | 93% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0% |
| Number of eligible pupils with EHC plan | 1 |
| Percentage of eligible pupils with EHC plan | 3% |
| Number of eligible pupils with SEN support | 2 |
| Percentage of eligible pupils with SEN support | 7% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 3 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 10% |
| Number of eligible pupils 2023 | 30 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 7% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 93% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 50% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 7% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | SUPP |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | SUPP |
| Reading progress measure - one year prior | -3.7 |
| Reading progress measure - lower confidence limit - one year prior | -5.9 |
| Reading progress measure - upper confidence limit - one year prior | -1.4 |
| Writing progress measure - one year prior | -1 |
| Writing progress measure - lower confidence limit - one year prior | -3.2 |
| Writing progress measure - upper confidence limit - one year prior | 1.1 |
| Maths progress measure - one year prior | -3.5 |
| Maths progress measure - lower confidence limit - one year prior | -5.6 |
| Maths progress measure - upper confidence limit - one year prior | -1.3 |
| Average scaled score in reading - one year prior | 104 |
| Average scaled score in maths - one year prior | 103 |
| School address (1) | Twyford Road |
|---|---|
| School address (2) | Wargrave |
| School town | Reading |
| School postcode | RG10 8DS |
| School telephone number | 01189402357 |
| School parliamentary constituency code | E14001593 |
| School parliamentary constituency name | Wokingham |
| Religious denomination | Church of England |
| Age range | 4-18 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 1868 |
| Total boys on roll (including part-time pupils) | 964 |
| Total girls on roll (including part-time pupils) | 904 |
| Number of pupils at the end of key stage 4 | 214 |
| Number of boys at the end of key stage 4 | 118 |
| % of pupils at the end of key stage 4 who are boys | 55.10% |
| Number of girls at the end of key stage 4 | 96 |
| % of pupils at the end key stage 4 who are girls | 44.90% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.1 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 31 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 15.70% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 105 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.00% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 62 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 31.30% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 12 |
| Percentage of key stage 2 disadvantaged pupils | 5.60% |
| Number of key stage 2 pupils who are not disadvantaged | 202 |
| Percentage of key stage 2 pupils who are not disadvantaged | 94.40% |
| Number of eligible pupils with English as additional language (EAL) | 10 |
| Percentage of eligible pupils with English as additional language (EAL) | 4.70% |
| Number of eligible pupils with English as first language | 190 |
| Percentage of eligible pupils with English as first language | 88.80% |
| Number of eligible pupils with unclassified language | 14 |
| Percentage of eligible pupils with unclassified language | 6.50% |
| Number of pupils at the end of key stage 4 who are non-mobile | 213 |
| % of pupils at the end of key stage 4 who are non-mobile | 99.50% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.30% |
| 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 | 40 |
| % 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 | 18.70% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 35 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 16.40% |
| Total sum of Attainment 8 scores | 12448 |
| Average Attainment 8 score per pupil | 58.2 |
| Total sum of Attainment 8 scores for English element | 2468 |
| Average Attainment 8 score per pupil for English element | 11.5 |
| Total sum of Attainment 8 scores for mathematics element | 2484 |
| Average Attainment 8 score per pupil for mathematics element | 11.6 |
| Total sum of Attainment 8 scores for EBacc element | 3697.5 |
| Average Attainment 8 score per pupil for EBacc element | 17.3 |
| Total sum of Attainment 8 scores for open element | 3798.5 |
| Average Attainment 8 score per pupil for open element | 17.8 |
| Total sum of Attainment 8 scores for open element - GCSE only | 3670 |
| Average Attainment 8 score per pupil for open element - GCSE only | 17.1 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 128.5 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0.6 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
| Number of pupils included in Progress 8 measure | 198 |
| Number of pupils who have had P8 score adjusted in average | 0 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 93% |
| Progress 8 measure after adjustment for extreme scores | 0.74 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.54 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.93 |
| Progress 8 measure based on unadjusted pupil scores | 0.74 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.54 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.94 |
| Progress 8 measure for English element | 0.43 |
| Lower 95% confidence interval for Progress 8 English element | 0.2 |
| Upper 95% confidence interval for Progress 8 English element | 0.65 |
| Progress 8 measure for mathematics element | 0.73 |
| Lower 95% confidence interval for Progress 8 maths element | 0.52 |
| Upper 95% confidence interval for Progress 8 maths element | 0.94 |
| Progress 8 measure for EBacc element | 0.76 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.53 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.99 |
| Progress 8 measure for open element | 0.92 |
| Lower 95% confidence interval for Progress 8 open element | 0.7 |
| Upper 95% confidence interval for Progress 8 open element | 1.15 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 82.70% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 65.90% |
| Total EBacc APS score per pupil | 1102.64 |
| Average EBacc APS score per pupil | 5.15 |
| Average EBacc APS score per disadvantaged pupil | 2.75 |
| Average EBacc APS score per non-disadvantaged pupil | 5.3 |
| Average EBacc APS score per pupil with low prior attainment | 2.74 |
| Average EBacc APS score per pupil with middle prior attainment | 4.82 |
| Average EBacc APS score per pupil with high prior attainment | 6.79 |
| Average EBacc APS score per pupil for whom English is an additional language | 6.13 |
| Average EBacc APS score per girl | 5.16 |
| Average EBacc APS score per boy | 5.14 |
| Average EBacc APS score per non-mobile pupil | 5.17 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 103 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 48.10% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 36.90% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 29.00% |
| Number of pupils entering the English Baccalaureate English subject area | 210 |
| % of pupils entering the English Baccalaureate English subject area | 98.10% |
| Number of pupils entering the English Baccalaureate Maths subject area | 213 |
| % of pupils entering the English Baccalaureate Maths subject area | 99.50% |
| Number of pupils entering the English Baccalaureate Science subject area | 211 |
| % of pupils entering the English Baccalaureate Science subject area | 98.60% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 172 |
| % of pupils entering the English Baccalaureate Humanities subject area | 80.40% |
| Number of pupils entering the English Baccalaureate Language subject area | 123 |
| % of pupils entering the English Baccalaureate Language subject area | 57.50% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 87.40% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 77.10% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 88.80% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 73.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 80.10% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 65.90% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 80.20% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 68.60% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 81.30% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 69.10% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 195 |
| 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 | 164 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 112 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 91% |
| English Baccalaureate Science Value Added measure | 0.74 |
| English Baccalaureate Science Value Added lower 95% confidence limit | 0.53 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.94 |
| EBacc Humanities VA measure | 0.78 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.51 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.05 |
| English Baccalaureate Languages Value Added measure | 0.41 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | 0.04 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.77 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 187 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 165 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 190 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 158 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 169 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 139 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 138 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 118 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 100 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 85 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 102 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 47.70% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 210 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 98.10% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 213 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.50% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 209 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.10% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 172 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 122 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.20% |
| Average Attainment 8 score per disadvantaged pupil | 36.3 |
| Number of disadvantaged pupils in Progress 8 measure | 12 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | 0.03 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.77 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.83 |
| Unadjusted Progress 8 measure - disadvantaged pupils | 0.03 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.79 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.85 |
| Average Attainment 8 score per non-disadvantaged pupil | 59.5 |
| Number of non-disadvantaged pupils in Progress 8 measure | 186 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.78 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.58 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.99 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.78 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.58 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.99 |
| Average Attainment 8 score per disadvantaged pupil for English element | 7.9 |
| Progress 8 measure for English element - disadvantaged pupils | -0.1 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.01 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.81 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.3 |
| Progress 8 measure for maths element - disadvantaged pupils | 0.19 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.65 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 1.03 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 8.7 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.48 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.41 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.44 |
| Average Attainment 8 score per disadvantaged pupil for open element | 12.4 |
| Progress 8 measure for open element - disadvantaged pupils | 0.52 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.39 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.44 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 11.7 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.46 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.23 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.69 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11.9 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.77 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.55 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.98 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 17.8 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.84 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.6 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.07 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 18.1 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.95 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.72 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.18 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 12.4 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 17.4 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.6 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -13.7 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.13 |
| Average Attainment 8 score per pupil with low prior attainment | 35.1 |
| Number of pupils with low prior attainment included in Progress 8 measure | 31 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.65 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.15 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.15 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.65 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.14 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.16 |
| Average Attainment 8 score per pupil with middle prior attainment | 55.3 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 105 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.82 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.55 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.09 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.82 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.55 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.1 |
| Average Attainment 8 score per pupil with high prior attainment | 72.5 |
| Number of pupils with high prior attainment included in Progress 8 measure | 62 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.64 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.28 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.99 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.64 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.28 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.99 |
| Average Attainment 8 score per pupil for whom English is an additional language | 66.9 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 13 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 20.9 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 20.6 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 20.3 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.3 |
| 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 | 59 |
| Average Attainment 8 score per girl for English element | 12.2 |
| Average Attainment 8 score per girl for mathematics element | 11 |
| Average Attainment 8 score per girl for EBacc element | 17 |
| Average Attainment 8 score per girl for open element | 18.8 |
| Average Attainment 8 score per girl - GCSE only | 18.2 |
| Average Attainment 8 score per girl - non-GCSE only | 0.7 |
| Number of girls included in Progress 8 measure | 88 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 0.74 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.45 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 1.04 |
| Unadjusted Progress 8 measure - girls | 0.74 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.44 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 1.04 |
| Average Attainment 8 score per boy | 57.5 |
| Average Attainment 8 score per boy for English element | 11 |
| Average Attainment 8 score per boy for mathematics element | 12.1 |
| Average Attainment 8 score per boy for EBacc element | 17.5 |
| Average Attainment 8 score per boy for open element | 16.9 |
| Average Attainment 8 score per boy - GCSE only | 16.3 |
| Average Attainment 8 score per boy - non-GCSE only | 0.5 |
| Number of boys included in Progress 8 measure | 110 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | 0.73 |
| Adjusted Progress 8 lower 95% confidence interval - boys | 0.47 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 1 |
| Unadjusted Progress 8 measure - boys | 0.73 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | 0.46 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 1 |
| Average Attainment 8 score per non-mobile pupil | 58.3 |
| Average Attainment 8 score per non-mobile pupil for English element | 11.6 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 11.6 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 17.4 |
| Average Attainment 8 score per non-mobile pupil for open element | 17.8 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 17.2 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.6 |
| Number of non-mobile pupils included in Progress 8 measure | 197 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.74 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.55 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.94 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.74 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.54 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.95 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
| EBacc entered % by low prior attainment | 12.90% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 6.50% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 47 |
| EBacc entered % by middle prior attainment | 44.80% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 28.60% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 20.00% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 46 |
| EBacc entered % by high prior attainment | 74.20% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 69.40% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 61.30% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 16.70% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 50.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
| % 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 | 39.10% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 30.70% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.42 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.82 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.76 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.35 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.8 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.74 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.89 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.65 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.48 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.8 |
| 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 | 0.36 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.52 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.45 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.51 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.21 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.01 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.59 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.95 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.11 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.1 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.54 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.12 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.39 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 1.79 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.84 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.07 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.52 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.45 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.03 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.27 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.51 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.11 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.18 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.81 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.08 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.87 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.14 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.07 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.02 |
| % of boys with entries in all English Baccalaureate subject areas | 44.90% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 34.70% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 27.10% |
| % of girls with entries in all English Baccalaureate subject areas | 52.10% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 39.60% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 31.30% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 48.40% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 37.10% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 29.10% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 80.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 50.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 30.00% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 77.60% |
| % of pupils achieving any qualifications | 100.00% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 41.70% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 85.10% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 12 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 38.70% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 91 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 86.70% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 60 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 96.80% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 82.20% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 83.30% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 80.00% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 83.10% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 25.00% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 68.30% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 16.10% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 66 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 62.90% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 59 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 95.20% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 67.80% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 63.50% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 70.00% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 66.20% |
| % of pupils entering more than one language | 8.40% |
| % of pupils entering biology, chemistry and physics | 26.60% |
| Average number of KS4 entries per pupil | 9.5 |
| Average number of KS4 entries per pupil with low prior attainment | 8.3 |
| Average number of KS4 entries per pupil with middle prior attainment | 9.2 |
| Average number of KS4 entries per pupil with high prior attainment | 10.3 |
| Average number of KS4 entries per disadvantaged pupil | 7.6 |
| Average number of KS4 entries per non-disadvantaged pupil | 9.6 |
| Average number of GCSE entries per pupil | 9.1 |
| Average number of GCSE entries per pupil with low prior attainment | 8.1 |
| Average number of GCSE entries per pupil with middle prior attainment | 8.9 |
| Average number of GCSE entries per pupil with high prior attainment | 9.9 |
| Average number of GCSE entries per disadvantaged pupil | 7.6 |
| Average number of GCSE entries per non-disadvantaged pupil | 9.2 |
| Total volume of entries without discounting | 2031 |
| Total volume of covid-impacted entries without discounting | 0 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Well above average |
| Number of pupils completing key stage 4 in 2020/21 | 206 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 200 |
| Apprenticeships (number of pupils) | 2 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 0 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 186 |
| Further education (number of pupils) | 30 |
| School sixth form (number of pupils) | 137 |
| 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) | SUPP |
| Activity not captured (number of pupils) | SUPP |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
| Apprenticeships (percentage) | 1% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 0% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 96% |
| Further education (percentage) | 16% |
| School sixth form (percentage) | 71% |
| 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) | SUPP |
| Activity not captured (percentage) | SUPP |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 13 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 12 |
| 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 | 193 |
| 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) | 188 |
| Number of pupils completing key stage 4 in 2019/20 | 205 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 22 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 183 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
| Number of pupils completing key stage 4 in 2018/19 | 199 |
| 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 | 28 |
| 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 | 171 |
| 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 | 0 |
| Upper confidence limit on the progression score for the total cohort | 6 |
| Lower confidence limit on the progression score for the total cohort | -6 |
| Cohort size | 177 |
| Progressed | 81% |
| Apprenticeships | 1% |
| Higher Education | 79% |
| Top third | 36% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 176 |
| Progressed for academic/applied general cohort | 82% |
| Progression score for academic/applied general cohort | 0 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 5 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -5 |
| 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 | 1 |
| Progressed for other level 3 qualifications cohort | SUPP |
| Score for other level 3 qualifications cohort | SUPP |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Progressed for disadvantaged students | SUPP |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 50% |
| Top third for disadvantaged students | 33% |
| 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) | 206 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 190 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 9 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 138 |
| Further education (level 3 and below) (All levels of study) (number of students) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 136 |
| Other education destinations (All levels of study) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 43 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 15 |
| Activity not captured in data (All levels of study) (number of students) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 92% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 4% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 67% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 66% |
| 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) | 21% |
| 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) | SP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 13 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 12 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 8 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
| 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) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 92% |
| 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) | 62% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
| 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) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 193 |
| 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) | 178 |
| 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) | 130 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| 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) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 92% |
| 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) | 67% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| 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) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 205 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 189 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 9 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 137 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 136 |
| 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) | 43 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 15 |
| Activity not captured in data (Level 3) (number of students) | 1 |
| 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) | 4% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 67% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 66% |
| Other education destinations (Level 3) (percentage) | SP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 21% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
| Activity not captured in data (Level 3) (percentage) | SP |
| 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) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
| Other education destinations (L1, entry level and other) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
| Other education destinations (L1, entry level and other) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
| 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) | NA |
| 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) | NA |
| 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) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| 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) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| 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) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 0 |
| Upper confidence limit on the progression score for the total cohort | 6 |
| Lower confidence limit on the progression score for the total cohort | -6 |
| Cohort size | 177 |
| Progressed | 81% |
| Apprenticeships | 1% |
| Higher Education | 79% |
| Top third | 36% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 176 |
| Progressed for academic/applied general cohort | 82% |
| Progression score for academic/applied general cohort | 0 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 5 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -5 |
| 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 | 1 |
| Progressed for other level 3 qualifications cohort | SUPP |
| Score for other level 3 qualifications cohort | SUPP |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Progressed for disadvantaged students | SUPP |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 50% |
| Top third for disadvantaged students | 33% |
| Higher technical for disadvantaged students | 0% |