For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1254 |
Number of girls on roll | 594 |
Number of boys on roll | 660 |
Percentage of girls on roll | 47.4 |
Percentage of boys on roll | 52.6 |
Number of eligible pupils with an EHC plan | 8 |
Percentage of eligible pupils with an EHC plan | 0.6 |
Number of eligible pupils with SEN support | 331 |
Percentage of eligible pupils with SEN support | 26.4 |
No. pupils where English not first language | 927 |
No. pupils with English first language | 320 |
No. pupils where first language is unclassified | 7 |
% pupils where English not first language | 73.9 |
% pupils with English first language | 25.5 |
No. pupils eligible for free school meals | 659 |
Number of pupils eligible for FSM at any time during the past 6 years | 605 |
Total pupils for FSMEver | 1057 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 57.2 |
School address (1) | Milestone Lane |
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School address (2) | Handsworth |
School town | Birmingham |
School postcode | B21 0HN |
School telephone number | 01215231960 |
School parliamentary constituency code | E14001098 |
School parliamentary constituency name | Birmingham Perry Barr |
Religious denomination | None |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | 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) | 1254 |
Total boys on roll (including part-time pupils) | 660 |
Total girls on roll (including part-time pupils) | 594 |
Number of pupils at the end of key stage 4 | 206 |
Number of boys at the end of key stage 4 | 102 |
% of pupils at the end of key stage 4 who are boys | 49.50% |
Number of girls at the end of key stage 4 | 104 |
% of pupils at the end key stage 4 who are girls | 50.50% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.9 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 66 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 32.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 107 |
% 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 | 29 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 14.40% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 116 |
Percentage of key stage 2 disadvantaged pupils | 56.30% |
Number of key stage 2 pupils who are not disadvantaged | 90 |
Percentage of key stage 2 pupils who are not disadvantaged | 43.70% |
Number of eligible pupils with English as additional language (EAL) | 149 |
Percentage of eligible pupils with English as additional language (EAL) | 72.30% |
Number of eligible pupils with English as first language | 57 |
Percentage of eligible pupils with English as first language | 27.70% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 200 |
% of pupils at the end of key stage 4 who are non-mobile | 97.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.90% |
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 | 59 |
% 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 | 28.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 55 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 26.70% |
Total sum of Attainment 8 scores | 8528 |
Average Attainment 8 score per pupil | 41.4 |
Total sum of Attainment 8 scores for English element | 2012 |
Average Attainment 8 score per pupil for English element | 9.8 |
Total sum of Attainment 8 scores for mathematics element | 1632 |
Average Attainment 8 score per pupil for mathematics element | 7.9 |
Total sum of Attainment 8 scores for EBacc element | 2380 |
Average Attainment 8 score per pupil for EBacc element | 11.6 |
Total sum of Attainment 8 scores for open element | 2504 |
Average Attainment 8 score per pupil for open element | 12.2 |
Total sum of Attainment 8 scores for open element - GCSE only | 2414 |
Average Attainment 8 score per pupil for open element - GCSE only | 11.7 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 90 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.4 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 202 |
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 | 98% |
Progress 8 measure after adjustment for extreme scores | -0.04 |
Progress 8 lower 95% confidence interval for adjusted average | -0.23 |
Progress 8 upper 95% confidence interval for adjusted average | 0.16 |
Progress 8 measure based on unadjusted pupil scores | -0.04 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.24 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.16 |
Progress 8 measure for English element | 0.3 |
Lower 95% confidence interval for Progress 8 English element | 0.08 |
Upper 95% confidence interval for Progress 8 English element | 0.53 |
Progress 8 measure for mathematics element | -0.13 |
Lower 95% confidence interval for Progress 8 maths element | -0.33 |
Upper 95% confidence interval for Progress 8 maths element | 0.08 |
Progress 8 measure for EBacc element | -0.16 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.38 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.07 |
Progress 8 measure for open element | -0.1 |
Lower 95% confidence interval for Progress 8 open element | -0.32 |
Upper 95% confidence interval for Progress 8 open element | 0.12 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 61.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 38.80% |
Total EBacc APS score per pupil | 738.18 |
Average EBacc APS score per pupil | 3.58 |
Average EBacc APS score per disadvantaged pupil | 3.33 |
Average EBacc APS score per non-disadvantaged pupil | 3.91 |
Average EBacc APS score per pupil with low prior attainment | 2.25 |
Average EBacc APS score per pupil with middle prior attainment | 3.91 |
Average EBacc APS score per pupil with high prior attainment | 5.41 |
Average EBacc APS score per pupil for whom English is an additional language | 3.71 |
Average EBacc APS score per girl | 4.03 |
Average EBacc APS score per boy | 3.13 |
Average EBacc APS score per non-mobile pupil | 3.62 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 86 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 41.70% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 19.90% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 10.70% |
Number of pupils entering the English Baccalaureate English subject area | 205 |
% of pupils entering the English Baccalaureate English subject area | 99.50% |
Number of pupils entering the English Baccalaureate Maths subject area | 205 |
% of pupils entering the English Baccalaureate Maths subject area | 99.50% |
Number of pupils entering the English Baccalaureate Science subject area | 204 |
% of pupils entering the English Baccalaureate Science subject area | 99.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 161 |
% of pupils entering the English Baccalaureate Humanities subject area | 78.20% |
Number of pupils entering the English Baccalaureate Language subject area | 90 |
% of pupils entering the English Baccalaureate Language subject area | 43.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 75.70% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 62.10% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 64.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 42.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 50.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 34.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 56.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 42.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 57.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 43.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 200 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 158 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
Number of pupils included in English Baccalaureate Language Value Added measure | 89 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 99% |
English Baccalaureate Science Value Added measure | -0.28 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.48 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.08 |
EBacc Humanities VA measure | -0.16 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.44 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.12 |
English Baccalaureate Languages Value Added measure | -0.44 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.85 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.03 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 156 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 128 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 132 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 88 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 102 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 70 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 91 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 69 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 52 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 39 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 83 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 40.30% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 205 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 99.50% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 197 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.60% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 195 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 95.60% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 155 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 96.30% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 88 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 97.80% |
Average Attainment 8 score per disadvantaged pupil | 39.1 |
Number of disadvantaged pupils in Progress 8 measure | 115 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.09 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.35 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.17 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.09 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.36 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.17 |
Average Attainment 8 score per non-disadvantaged pupil | 44.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 87 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.03 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.27 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.33 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.03 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.28 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.33 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.6 |
Progress 8 measure for English element - disadvantaged pupils | 0.35 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.06 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.65 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.3 |
Progress 8 measure for maths element - disadvantaged pupils | -0.26 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.54 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.01 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.7 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.22 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.52 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.07 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.5 |
Progress 8 measure for open element - disadvantaged pupils | -0.14 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.44 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.15 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.24 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.1 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.58 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.7 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.26 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.36 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.6 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.06 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.41 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.28 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 13 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.04 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.38 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.3 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 11.1 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -10.9 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.25 |
Average Attainment 8 score per pupil with low prior attainment | 28 |
Number of pupils with low prior attainment included in Progress 8 measure | 66 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.11 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.23 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.45 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.11 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.24 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.45 |
Average Attainment 8 score per pupil with middle prior attainment | 45 |
Number of pupils with middle prior attainment included in Progress 8 measure | 107 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.01 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.25 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.28 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.01 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.27 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.28 |
Average Attainment 8 score per pupil with high prior attainment | 59 |
Number of pupils with high prior attainment included in Progress 8 measure | 29 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.56 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.07 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.04 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.56 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.08 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.03 |
Average Attainment 8 score per pupil for whom English is an additional language | 42.8 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.1 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.2 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 12.1 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.4 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 12.2 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.2 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 146 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.09 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.14 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.32 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.08 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.15 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.32 |
Average Attainment 8 score per girl | 46.3 |
Average Attainment 8 score per girl for English element | 11.3 |
Average Attainment 8 score per girl for mathematics element | 8.3 |
Average Attainment 8 score per girl for EBacc element | 12.6 |
Average Attainment 8 score per girl for open element | 14.1 |
Average Attainment 8 score per girl - GCSE only | 13.8 |
Average Attainment 8 score per girl - non-GCSE only | 0.4 |
Number of girls included in Progress 8 measure | 102 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.38 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.1 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.65 |
Unadjusted Progress 8 measure - girls | 0.38 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.1 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.66 |
Average Attainment 8 score per boy | 36.4 |
Average Attainment 8 score per boy for English element | 8.2 |
Average Attainment 8 score per boy for mathematics element | 7.5 |
Average Attainment 8 score per boy for EBacc element | 10.5 |
Average Attainment 8 score per boy for open element | 10.1 |
Average Attainment 8 score per boy - GCSE only | 9.6 |
Average Attainment 8 score per boy - non-GCSE only | 0.5 |
Number of boys included in Progress 8 measure | 100 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.46 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.74 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.18 |
Unadjusted Progress 8 measure - boys | -0.47 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.75 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.18 |
Average Attainment 8 score per non-mobile pupil | 41.8 |
Average Attainment 8 score per non-mobile pupil for English element | 9.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 11.7 |
Average Attainment 8 score per non-mobile pupil for open element | 12.3 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 11.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.4 |
Number of non-mobile pupils included in Progress 8 measure | 197 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.01 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.21 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.18 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.02 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.22 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.18 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 11 |
EBacc entered % by low prior attainment | 16.70% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 4.50% |
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 | 52 |
EBacc entered % by middle prior attainment | 48.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 20.60% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 10.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 22 |
EBacc entered % by high prior attainment | 75.90% |
EBacc achieved % by high prior attainment - with 9-4 passes | 51.70% |
EBacc achieved % by high prior attainment - with 9-5 passes | 34.50% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 35.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 50.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 12.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 28.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 16.70% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.2 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.17 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.88 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.38 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.16 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.06 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.12 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.61 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.08 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.27 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.31 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.33 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.17 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.49 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.4 |
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 | -0.64 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.14 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.47 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.15 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.55 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.11 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.45 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.35 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.41 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.29 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.44 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.15 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.7 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.61 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.48 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.25 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.49 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.05 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.26 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.09 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.07 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.18 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.97 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.38 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.75 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.2 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.85 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.35 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.99 |
% of boys with entries in all English Baccalaureate subject areas | 34.30% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 11.80% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 6.90% |
% of girls with entries in all English Baccalaureate subject areas | 49.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 27.90% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 14.40% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 43.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 20.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 11.00% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 42.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 21.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 12.10% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 52.90% |
% of pupils achieving any qualifications | 99.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 56.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 67.80% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 17 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 25.80% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 79 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 73.80% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 28 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 96.60% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 54.90% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 67.30% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 63.80% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 62.00% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 32.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 46.70% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 10 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 15.20% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 45 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 42.10% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 24 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 82.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 32.40% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 45.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 40.90% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 39.50% |
% of pupils entering more than one language | 2.90% |
% of pupils entering biology, chemistry and physics | 20.40% |
Average number of KS4 entries per pupil | 7.7 |
Average number of KS4 entries per pupil with low prior attainment | 7.2 |
Average number of KS4 entries per pupil with middle prior attainment | 7.7 |
Average number of KS4 entries per pupil with high prior attainment | 8.4 |
Average number of KS4 entries per disadvantaged pupil | 7.5 |
Average number of KS4 entries per non-disadvantaged pupil | 7.9 |
Average number of GCSE entries per pupil | 7.5 |
Average number of GCSE entries per pupil with low prior attainment | 7.1 |
Average number of GCSE entries per pupil with middle prior attainment | 7.6 |
Average number of GCSE entries per pupil with high prior attainment | 8.3 |
Average number of GCSE entries per disadvantaged pupil | 7.3 |
Average number of GCSE entries per non-disadvantaged pupil | 7.8 |
Total volume of entries without discounting | 1582 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Average |
Number of pupils completing key stage 4 in 2020/21 | 209 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 194 |
Apprenticeships (number of pupils) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | SUPP |
Further education (number of pupils) | 9 |
School sixth form (number of pupils) | SUPP |
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) | 83% |
Apprenticeships (percentage) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (percentage) | SUPP |
Further education (percentage) | 38% |
School sixth form (percentage) | SUPP |
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 | 185 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 174 |
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 | 24 |
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) | 20 |
Number of pupils completing key stage 4 in 2019/20 | 209 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 99 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 90% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 110 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of pupils completing key stage 4 in 2018/19 | 208 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 114 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 94 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 17 |
Upper confidence limit on the progression score for the total cohort | 25 |
Lower confidence limit on the progression score for the total cohort | 8 |
Cohort size | 107 |
Progressed | 84% |
Apprenticeships | 1% |
Higher Education | 80% |
Top third | 37% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 87 |
Progressed for academic/applied general cohort | 85% |
Progression score for academic/applied general cohort | 13 |
Upper confidence limit on the progression score for the academic/applied general cohort | 21 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 4 |
Cohort size for TLEV cohort | 13 |
Progressed for TLEV cohort | 85% |
Score for TLEV cohort | 39 |
Upper confidence limit on the progression score for the TLEV cohort | 65 |
Lower confidence limit on the progression score for the TLEV cohort | 12 |
Cohort size for other level 3 qualifications cohort | 7 |
Progressed for other level 3 qualifications cohort | 71% |
Score for other level 3 qualifications cohort | 27 |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | 63 |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | -9 |
Progressed for disadvantaged students | 80% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 76% |
Top third for disadvantaged students | 33% |
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) | 113 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 99 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 86 |
Further education (level 3 and below) (All levels of study) (number of students) | 2 |
Higher education (level 4 and above) (All levels of study) (number of students) | 77 |
Other education destinations (All levels of study) (number of students) | 7 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 8 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 12 |
Activity not captured in data (All levels of study) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 88% |
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) | 76% |
Further education (level 3 and below) (All levels of study) (percentage) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) | 68% |
Other education destinations (All levels of study) (percentage) | 6% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 11% |
Activity not captured in data (All levels of study) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 62 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 55 |
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) | 47 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 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) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 76% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 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) | 51 |
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) | 44 |
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) | 39 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 86% |
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) | 76% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 108 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 98 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 86 |
Further education (level 3 and below) (Level 3) (number of students) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) | 77 |
Other education destinations (Level 3) (number of students) | 7 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
Activity not captured in data (Level 3) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 4% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 80% |
Further education (level 3 and below) (Level 3) (percentage) | 2% |
Higher education (level 4 and above) (Level 3) (percentage) | 71% |
Other education destinations (Level 3) (percentage) | 6% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
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) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 60 |
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) | 47 |
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) | 78% |
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) | 48 |
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) | 39 |
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) | 81% |
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) | 4 |
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 | 17 |
Upper confidence limit on the progression score for the total cohort | 25 |
Lower confidence limit on the progression score for the total cohort | 8 |
Cohort size | 107 |
Progressed | 84% |
Apprenticeships | 1% |
Higher Education | 80% |
Top third | 37% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 87 |
Progressed for academic/applied general cohort | 85% |
Progression score for academic/applied general cohort | 13 |
Upper confidence limit on the progression score for the academic/applied general cohort | 21 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 4 |
Cohort size for TLEV cohort | 13 |
Progressed for TLEV cohort | 85% |
Score for TLEV cohort | 39 |
Upper confidence limit on the progression score for the TLEV cohort | 65 |
Lower confidence limit on the progression score for the TLEV cohort | 12 |
Cohort size for other level 3 qualifications cohort | 7 |
Progressed for other level 3 qualifications cohort | 71% |
Score for other level 3 qualifications cohort | 27 |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | 63 |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | -9 |
Progressed for disadvantaged students | 80% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 76% |
Top third for disadvantaged students | 33% |
Higher technical for disadvantaged students | SUPP |