For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 904 |
Number of girls on roll | 435 |
Number of boys on roll | 469 |
Percentage of girls on roll | 48.1 |
Percentage of boys on roll | 51.9 |
Number of eligible pupils with an EHC plan | 19 |
Percentage of eligible pupils with an EHC plan | 2.1 |
Number of eligible pupils with SEN support | 104 |
Percentage of eligible pupils with SEN support | 11.5 |
No. pupils where English not first language | 85 |
No. pupils with English first language | 805 |
No. pupils where first language is unclassified | 14 |
% pupils where English not first language | 9.4 |
% pupils with English first language | 89 |
No. pupils eligible for free school meals | 192 |
Number of pupils eligible for FSM at any time during the past 6 years | 194 |
Total pupils for FSMEver | 827 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 23.5 |
School address (1) | Green Lane |
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School town | Harrogate |
School postcode | HG2 9JP |
School telephone number | 01423564444 |
School parliamentary constituency code | E14001269 |
School parliamentary constituency name | Harrogate and Knaresborough |
Religious denomination | Does not apply |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | 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) | 904 |
Total boys on roll (including part-time pupils) | 469 |
Total girls on roll (including part-time pupils) | 435 |
Number of pupils at the end of key stage 4 | 227 |
Number of boys at the end of key stage 4 | 115 |
% of pupils at the end of key stage 4 who are boys | 50.70% |
Number of girls at the end of key stage 4 | 112 |
% of pupils at the end key stage 4 who are girls | 49.30% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.4 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 45 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 21.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 114 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 54.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 50 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 23.90% |
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) | 51 |
Percentage of key stage 2 disadvantaged pupils | 22.50% |
Number of key stage 2 pupils who are not disadvantaged | 176 |
Percentage of key stage 2 pupils who are not disadvantaged | 77.50% |
Number of eligible pupils with English as additional language (EAL) | 16 |
Percentage of eligible pupils with English as additional language (EAL) | 7.00% |
Number of eligible pupils with English as first language | 207 |
Percentage of eligible pupils with English as first language | 91.20% |
Number of eligible pupils with unclassified language | 4 |
Percentage of eligible pupils with unclassified language | 1.80% |
Number of pupils at the end of key stage 4 who are non-mobile | 212 |
% of pupils at the end of key stage 4 who are non-mobile | 93.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.30% |
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 | 31 |
% 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 | 13.70% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 28 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 12.30% |
Total sum of Attainment 8 scores | 10741 |
Average Attainment 8 score per pupil | 47.3 |
Total sum of Attainment 8 scores for English element | 2252 |
Average Attainment 8 score per pupil for English element | 9.9 |
Total sum of Attainment 8 scores for mathematics element | 2188 |
Average Attainment 8 score per pupil for mathematics element | 9.6 |
Total sum of Attainment 8 scores for EBacc element | 3232 |
Average Attainment 8 score per pupil for EBacc element | 14.2 |
Total sum of Attainment 8 scores for open element | 3069 |
Average Attainment 8 score per pupil for open element | 13.5 |
Total sum of Attainment 8 scores for open element - GCSE only | 2736 |
Average Attainment 8 score per pupil for open element - GCSE only | 12.1 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 333 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.5 |
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 | 209 |
Number of pupils who have had P8 score adjusted in average | 1 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 92% |
Progress 8 measure after adjustment for extreme scores | 0.03 |
Progress 8 lower 95% confidence interval for adjusted average | -0.16 |
Progress 8 upper 95% confidence interval for adjusted average | 0.22 |
Progress 8 measure based on unadjusted pupil scores | 0.03 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.16 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.23 |
Progress 8 measure for English element | -0.1 |
Lower 95% confidence interval for Progress 8 English element | -0.32 |
Upper 95% confidence interval for Progress 8 English element | 0.12 |
Progress 8 measure for mathematics element | 0.16 |
Lower 95% confidence interval for Progress 8 maths element | -0.04 |
Upper 95% confidence interval for Progress 8 maths element | 0.37 |
Progress 8 measure for EBacc element | 0.18 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.04 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.4 |
Progress 8 measure for open element | -0.12 |
Lower 95% confidence interval for Progress 8 open element | -0.34 |
Upper 95% confidence interval for Progress 8 open element | 0.1 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 68.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 48.50% |
Total EBacc APS score per pupil | 980.49 |
Average EBacc APS score per pupil | 4.32 |
Average EBacc APS score per disadvantaged pupil | 3.03 |
Average EBacc APS score per non-disadvantaged pupil | 4.69 |
Average EBacc APS score per pupil with low prior attainment | 2.18 |
Average EBacc APS score per pupil with middle prior attainment | 4.17 |
Average EBacc APS score per pupil with high prior attainment | 6.41 |
Average EBacc APS score per pupil for whom English is an additional language | 4.13 |
Average EBacc APS score per girl | 4.69 |
Average EBacc APS score per boy | 3.96 |
Average EBacc APS score per non-mobile pupil | 4.4 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 97 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 42.70% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 29.10% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 22.00% |
Number of pupils entering the English Baccalaureate English subject area | 224 |
% of pupils entering the English Baccalaureate English subject area | 98.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 224 |
% of pupils entering the English Baccalaureate Maths subject area | 98.70% |
Number of pupils entering the English Baccalaureate Science subject area | 223 |
% of pupils entering the English Baccalaureate Science subject area | 98.20% |
Number of pupils entering the English Baccalaureate Humanities subject area | 206 |
% of pupils entering the English Baccalaureate Humanities subject area | 90.70% |
Number of pupils entering the English Baccalaureate Language subject area | 103 |
% of pupils entering the English Baccalaureate Language subject area | 45.40% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 74.40% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 59.90% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 75.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 57.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 70.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 52.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 63.60% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 50.50% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 73.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 60.20% |
Number of pupils included in English Baccalaureate Science Value Added measure | 206 |
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 | 190 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 92% |
Number of pupils included in English Baccalaureate Language Value Added measure | 91 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 88% |
English Baccalaureate Science Value Added measure | 0.21 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.01 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.4 |
EBacc Humanities VA measure | -0.01 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.26 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.24 |
English Baccalaureate Languages Value Added measure | 0.1 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.31 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.5 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 169 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 136 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 171 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 131 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 157 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 118 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 131 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 104 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 76 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 62 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 94 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 41.40% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 223 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 98.20% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 223 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.20% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 218 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 97.80% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 200 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.10% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 102 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.00% |
Average Attainment 8 score per disadvantaged pupil | 34.2 |
Number of disadvantaged pupils in Progress 8 measure | 49 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.53 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.92 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.13 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.53 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.93 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.12 |
Average Attainment 8 score per non-disadvantaged pupil | 51.1 |
Number of non-disadvantaged pupils in Progress 8 measure | 160 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.2 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.02 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.42 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.2 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.02 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.42 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.5 |
Progress 8 measure for English element - disadvantaged pupils | -0.63 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.08 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.18 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.1 |
Progress 8 measure for maths element - disadvantaged pupils | -0.29 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.71 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.12 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.1 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.39 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.85 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.07 |
Average Attainment 8 score per disadvantaged pupil for open element | 9.6 |
Progress 8 measure for open element - disadvantaged pupils | -0.74 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.2 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.29 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.6 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.06 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.19 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.31 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.4 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.3 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.07 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.53 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.4 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.35 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.1 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.61 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.7 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.08 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.17 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.33 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.1 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 13.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.5 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -15.8 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.69 |
Average Attainment 8 score per pupil with low prior attainment | 25.8 |
Number of pupils with low prior attainment included in Progress 8 measure | 45 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.08 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.49 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.33 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.08 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.5 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.34 |
Average Attainment 8 score per pupil with middle prior attainment | 46.4 |
Number of pupils with middle prior attainment included in Progress 8 measure | 114 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.02 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.24 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.28 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.02 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.24 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.29 |
Average Attainment 8 score per pupil with high prior attainment | 67.5 |
Number of pupils with high prior attainment included in Progress 8 measure | 50 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.16 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.24 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.55 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.15 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.25 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.55 |
Average Attainment 8 score per pupil for whom English is an additional language | 43 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 8.9 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 13.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 11.5 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 10.6 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.9 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 10 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.84 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.03 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.72 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.84 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.05 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.74 |
Average Attainment 8 score per girl | 51.2 |
Average Attainment 8 score per girl for English element | 11 |
Average Attainment 8 score per girl for mathematics element | 10 |
Average Attainment 8 score per girl for EBacc element | 15.2 |
Average Attainment 8 score per girl for open element | 15 |
Average Attainment 8 score per girl - GCSE only | 12.9 |
Average Attainment 8 score per girl - non-GCSE only | 2.1 |
Number of girls included in Progress 8 measure | 104 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.25 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.02 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.52 |
Unadjusted Progress 8 measure - girls | 0.25 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.03 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.52 |
Average Attainment 8 score per boy | 43.6 |
Average Attainment 8 score per boy for English element | 8.9 |
Average Attainment 8 score per boy for mathematics element | 9.3 |
Average Attainment 8 score per boy for EBacc element | 13.3 |
Average Attainment 8 score per boy for open element | 12.1 |
Average Attainment 8 score per boy - GCSE only | 11.2 |
Average Attainment 8 score per boy - non-GCSE only | 0.9 |
Number of boys included in Progress 8 measure | 105 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.18 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.45 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.09 |
Unadjusted Progress 8 measure - boys | -0.18 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.46 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.09 |
Average Attainment 8 score per non-mobile pupil | 48.2 |
Average Attainment 8 score per non-mobile pupil for English element | 10 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.5 |
Average Attainment 8 score per non-mobile pupil for open element | 13.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 12.3 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.6 |
Number of non-mobile pupils included in Progress 8 measure | 201 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.08 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.11 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.28 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.08 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.11 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.28 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 5 |
EBacc entered % by low prior attainment | 11.10% |
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 | 48 |
EBacc entered % by middle prior attainment | 42.10% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 22.80% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 13.20% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 33 |
EBacc entered % by high prior attainment | 66.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 62.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 56.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 25.50% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 47.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 11.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 7.80% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 34.10% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 26.10% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.14 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.16 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.36 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.3 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.36 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.2 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.06 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.23 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.88 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.22 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.7 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.18 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.16 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.3 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.06 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.11 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.72 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.58 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.13 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.58 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.29 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.43 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.11 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.77 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.04 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.33 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.43 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.5 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.06 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.37 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.77 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.29 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.4 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.73 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.27 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.29 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.69 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.5 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.38 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.66 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -2.06 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.73 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.36 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.83 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.51 |
% of boys with entries in all English Baccalaureate subject areas | 36.50% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 20.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 13.00% |
% of girls with entries in all English Baccalaureate subject areas | 49.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 38.40% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 31.30% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 43.90% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 30.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 23.10% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 62.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 43.80% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 18.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 62.60% |
% of pupils achieving any qualifications | 98.70% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 45.10% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 75.00% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 15.60% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 88 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 77.20% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 47 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 94.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 62.60% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 74.10% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 62.50% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 70.30% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 29.40% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 54.00% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2.20% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 53 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 46.50% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 45 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 90.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 41.70% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 55.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 37.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 50.00% |
% of pupils entering more than one language | 2.20% |
% of pupils entering biology, chemistry and physics | 36.60% |
Average number of KS4 entries per pupil | 8.4 |
Average number of KS4 entries per pupil with low prior attainment | 7.3 |
Average number of KS4 entries per pupil with middle prior attainment | 8.4 |
Average number of KS4 entries per pupil with high prior attainment | 9.6 |
Average number of KS4 entries per disadvantaged pupil | 7.5 |
Average number of KS4 entries per non-disadvantaged pupil | 8.7 |
Average number of GCSE entries per pupil | 8 |
Average number of GCSE entries per pupil with low prior attainment | 6.6 |
Average number of GCSE entries per pupil with middle prior attainment | 8 |
Average number of GCSE entries per pupil with high prior attainment | 9.3 |
Average number of GCSE entries per disadvantaged pupil | 7 |
Average number of GCSE entries per non-disadvantaged pupil | 8.3 |
Total volume of entries without discounting | 1914 |
Total volume of covid-impacted entries without discounting | 1 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Average |
Number of pupils completing key stage 4 in 2020/21 | 224 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 216 |
Apprenticeships (number of pupils) | 3 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 4 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 177 |
Further education (number of pupils) | 42 |
School sixth form (number of pupils) | 128 |
Sixth form college (number of pupils) | 4 |
Other education destination (number of pupils) | 3 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 3 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | 2% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 94% |
Further education (percentage) | 22% |
School sixth form (percentage) | 68% |
Sixth form college (percentage) | 2% |
Other education destination (percentage) | 2% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
Activity not captured (percentage) | 1% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 35 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 32 |
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 | 189 |
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) | 184 |
Number of pupils completing key stage 4 in 2019/20 | 260 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 50 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 84% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 210 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of pupils completing key stage 4 in 2018/19 | 265 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 25 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 240 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -12 |
Upper confidence limit on the progression score for the total cohort | -4 |
Lower confidence limit on the progression score for the total cohort | -19 |
Cohort size | 126 |
Progressed | 64% |
Apprenticeships | 0% |
Higher Education | 63% |
Top third | 29% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 126 |
Progressed for academic/applied general cohort | 64% |
Progression score for academic/applied general cohort | -12 |
Upper confidence limit on the progression score for the academic/applied general cohort | -4 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -19 |
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 | 71% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 109 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 97 |
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) | 56 |
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) | 55 |
Other education destinations (All levels of study) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 32 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 11 |
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) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 8% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 51% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 50% |
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) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
Activity not captured in data (All levels of study) (percentage) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 9 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 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) | 4 |
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) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 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) | 44% |
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) | 100 |
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 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 28 |
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) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 28% |
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) | 108 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 96 |
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) | 56 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 55 |
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) | 31 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 11 |
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) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 8% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 52% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 51% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 29% |
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) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -12 |
Upper confidence limit on the progression score for the total cohort | -4 |
Lower confidence limit on the progression score for the total cohort | -19 |
Cohort size | 126 |
Progressed | 64% |
Apprenticeships | 0% |
Higher Education | 63% |
Top third | 29% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 126 |
Progressed for academic/applied general cohort | 64% |
Progression score for academic/applied general cohort | -12 |
Upper confidence limit on the progression score for the academic/applied general cohort | -4 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -19 |
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 | 71% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |