Montsaye Academy
Secondary Academy school in Kettering NN14 6BB
Secondary Academy school in Kettering NN14 6BB
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1083 |
| Number of girls on roll | 479 |
| Number of boys on roll | 604 |
| Percentage of girls on roll | 44.2 |
| Percentage of boys on roll | 55.8 |
| Number of eligible pupils with an EHC plan | 14 |
| Percentage of eligible pupils with an EHC plan | 1.3 |
| Number of eligible pupils with SEN support | 184 |
| Percentage of eligible pupils with SEN support | 17 |
| No. pupils where English not first language | 76 |
| No. pupils with English first language | 1003 |
| No. pupils where first language is unclassified | 4 |
| % pupils where English not first language | 7 |
| % pupils with English first language | 92.6 |
| No. pupils eligible for free school meals | 231 |
| Number of pupils eligible for FSM at any time during the past 6 years | 231 |
| Total pupils for FSMEver | 968 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 23.9 |
| School address (1) | Greening Road |
|---|---|
| School address (2) | Rothwell |
| School town | Kettering |
| School postcode | NN14 6BB |
| School telephone number | 01536418844 |
| School parliamentary constituency code | E14001311 |
| School parliamentary constituency name | Kettering |
| 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) | 1083 |
| Total boys on roll (including part-time pupils) | 604 |
| Total girls on roll (including part-time pupils) | 479 |
| Number of pupils at the end of key stage 4 | 176 |
| Number of boys at the end of key stage 4 | 106 |
| % of pupils at the end of key stage 4 who are boys | 60.20% |
| Number of girls at the end of key stage 4 | 70 |
| % of pupils at the end key stage 4 who are girls | 39.80% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 102.7 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 49 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 29.70% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 88 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.30% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 28 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 17.00% |
| 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) | 32 |
| Percentage of key stage 2 disadvantaged pupils | 18.20% |
| Number of key stage 2 pupils who are not disadvantaged | 144 |
| Percentage of key stage 2 pupils who are not disadvantaged | 81.80% |
| Number of eligible pupils with English as additional language (EAL) | 23 |
| Percentage of eligible pupils with English as additional language (EAL) | 13.10% |
| Number of eligible pupils with English as first language | 153 |
| Percentage of eligible pupils with English as first language | 86.90% |
| 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 | 163 |
| % of pupils at the end of key stage 4 who are non-mobile | 92.60% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.10% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 32 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 18.20% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 30 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 17.00% |
| Total sum of Attainment 8 scores | 6639 |
| Average Attainment 8 score per pupil | 37.7 |
| Total sum of Attainment 8 scores for English element | 1371 |
| Average Attainment 8 score per pupil for English element | 7.8 |
| Total sum of Attainment 8 scores for mathematics element | 1396 |
| Average Attainment 8 score per pupil for mathematics element | 7.9 |
| Total sum of Attainment 8 scores for EBacc element | 1953.5 |
| Average Attainment 8 score per pupil for EBacc element | 11.1 |
| Total sum of Attainment 8 scores for open element | 1918.5 |
| Average Attainment 8 score per pupil for open element | 10.9 |
| Total sum of Attainment 8 scores for open element - GCSE only | 1738.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 9.9 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 180 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 1 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
| Number of pupils included in Progress 8 measure | 165 |
| Number of pupils who have had P8 score adjusted in average | 4 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 94% |
| Progress 8 measure after adjustment for extreme scores | -0.57 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.79 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.36 |
| Progress 8 measure based on unadjusted pupil scores | -0.58 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.8 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.36 |
| Progress 8 measure for English element | -0.83 |
| Lower 95% confidence interval for Progress 8 English element | -1.08 |
| Upper 95% confidence interval for Progress 8 English element | -0.59 |
| Progress 8 measure for mathematics element | -0.3 |
| Lower 95% confidence interval for Progress 8 maths element | -0.52 |
| Upper 95% confidence interval for Progress 8 maths element | -0.07 |
| Progress 8 measure for EBacc element | -0.52 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.77 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.27 |
| Progress 8 measure for open element | -0.68 |
| Lower 95% confidence interval for Progress 8 open element | -0.93 |
| Upper 95% confidence interval for Progress 8 open element | -0.43 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 54.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 25.60% |
| Total EBacc APS score per pupil | 571.33 |
| Average EBacc APS score per pupil | 3.25 |
| Average EBacc APS score per disadvantaged pupil | 1.98 |
| Average EBacc APS score per non-disadvantaged pupil | 3.53 |
| Average EBacc APS score per pupil with low prior attainment | 1.83 |
| Average EBacc APS score per pupil with middle prior attainment | 3.31 |
| Average EBacc APS score per pupil with high prior attainment | 5.31 |
| Average EBacc APS score per pupil for whom English is an additional language | 3.81 |
| Average EBacc APS score per girl | 3.4 |
| Average EBacc APS score per boy | 3.14 |
| Average EBacc APS score per non-mobile pupil | 3.3 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 29 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 16.50% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 8.50% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 5.70% |
| Number of pupils entering the English Baccalaureate English subject area | 165 |
| % of pupils entering the English Baccalaureate English subject area | 93.80% |
| Number of pupils entering the English Baccalaureate Maths subject area | 168 |
| % of pupils entering the English Baccalaureate Maths subject area | 95.50% |
| Number of pupils entering the English Baccalaureate Science subject area | 164 |
| % of pupils entering the English Baccalaureate Science subject area | 93.20% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 163 |
| % of pupils entering the English Baccalaureate Humanities subject area | 92.60% |
| Number of pupils entering the English Baccalaureate Language subject area | 30 |
| % of pupils entering the English Baccalaureate Language subject area | 17.00% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 59.70% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 38.60% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 64.20% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 36.90% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 53.70% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 26.20% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 41.10% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 31.90% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 73.30% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 63.30% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 153 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 152 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 93% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 26 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 87% |
| English Baccalaureate Science Value Added measure | -0.32 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.55 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.08 |
| EBacc Humanities VA measure | -0.71 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -1 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.43 |
| English Baccalaureate Languages Value Added measure | 0.23 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.53 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.98 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 105 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 68 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 113 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 65 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 88 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 43 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 67 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 52 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 22 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 19 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 26 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 14.80% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 161 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 91.50% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 163 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 92.60% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 158 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 96.30% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 149 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 91.40% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 28 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 93.30% |
| Average Attainment 8 score per disadvantaged pupil | 23.6 |
| Number of disadvantaged pupils in Progress 8 measure | 31 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - disadvantaged pupils | -1.7 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.2 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.21 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -1.76 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.27 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.26 |
| Average Attainment 8 score per non-disadvantaged pupil | 40.9 |
| Number of non-disadvantaged pupils in Progress 8 measure | 134 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.31 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.55 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.07 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.31 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.56 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.07 |
| Average Attainment 8 score per disadvantaged pupil for English element | 5 |
| Progress 8 measure for English element - disadvantaged pupils | -2.02 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -2.59 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.46 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 5.6 |
| Progress 8 measure for maths element - disadvantaged pupils | -1.19 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.72 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.67 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.4 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.84 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -2.42 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.27 |
| Average Attainment 8 score per disadvantaged pupil for open element | 6.6 |
| Progress 8 measure for open element - disadvantaged pupils | -1.89 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.46 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.32 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 8.4 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.56 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.83 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.28 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.4 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.09 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.34 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.16 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.1 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.21 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.49 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.07 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 11.9 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.4 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.67 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.13 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 5.8 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.1 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -26.4 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.86 |
| Average Attainment 8 score per pupil with low prior attainment | 22.6 |
| Number of pupils with low prior attainment included in Progress 8 measure | 49 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.47 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.87 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.07 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.47 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.87 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.07 |
| Average Attainment 8 score per pupil with middle prior attainment | 39.1 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 88 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.66 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.96 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.37 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.66 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.97 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.36 |
| Average Attainment 8 score per pupil with high prior attainment | 58.5 |
| Number of pupils with high prior attainment included in Progress 8 measure | 28 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.47 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.05 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.53 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.07 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0 |
| Average Attainment 8 score per pupil for whom English is an additional language | 42 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 8.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 13.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.2 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.7 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.5 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 16 |
| 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 | 0.56 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.13 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.26 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.56 |
| 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 | 1.27 |
| Average Attainment 8 score per girl | 39.8 |
| Average Attainment 8 score per girl for English element | 8.7 |
| Average Attainment 8 score per girl for mathematics element | 7.9 |
| Average Attainment 8 score per girl for EBacc element | 11.5 |
| Average Attainment 8 score per girl for open element | 11.8 |
| Average Attainment 8 score per girl - GCSE only | 10.4 |
| Average Attainment 8 score per girl - non-GCSE only | 1.4 |
| Number of girls included in Progress 8 measure | 65 |
| Number of girls in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - girls | -0.42 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.76 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -0.07 |
| Unadjusted Progress 8 measure - girls | -0.42 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.77 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -0.07 |
| Average Attainment 8 score per boy | 36.4 |
| Average Attainment 8 score per boy for English element | 7.2 |
| Average Attainment 8 score per boy for mathematics element | 8 |
| Average Attainment 8 score per boy for EBacc element | 10.9 |
| Average Attainment 8 score per boy for open element | 10.3 |
| Average Attainment 8 score per boy - GCSE only | 9.5 |
| Average Attainment 8 score per boy - non-GCSE only | 0.8 |
| Number of boys included in Progress 8 measure | 100 |
| Number of boys in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - boys | -0.68 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.95 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.4 |
| Unadjusted Progress 8 measure - boys | -0.69 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.98 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.41 |
| Average Attainment 8 score per non-mobile pupil | 38.5 |
| Average Attainment 8 score per non-mobile pupil for English element | 8 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 8 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 11.3 |
| Average Attainment 8 score per non-mobile pupil for open element | 11.2 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 10.1 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.1 |
| Number of non-mobile pupils included in Progress 8 measure | 156 |
| Number of non-mobile pupils in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.54 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.76 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.32 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.55 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.78 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.32 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
| EBacc entered % by low prior attainment | 8.20% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 4.10% |
| 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 | 12 |
| EBacc entered % by middle prior attainment | 13.60% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 4.50% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 3.40% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 9 |
| EBacc entered % by high prior attainment | 32.10% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 28.60% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 21.40% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 9.40% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 18.10% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 6.30% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 3.10% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 9.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.30% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.36 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.37 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.08 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.04 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.19 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.51 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.86 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.61 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.53 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.57 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.2 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.68 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.44 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.45 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.64 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.06 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.44 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.07 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.79 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.06 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.69 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.47 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.62 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.8 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -2.25 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.26 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.88 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.01 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.04 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.47 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.25 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.06 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.28 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.22 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.35 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.26 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.87 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.96 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.6 |
| % of boys with entries in all English Baccalaureate subject areas | 15.10% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 7.50% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 5.70% |
| % of girls with entries in all English Baccalaureate subject areas | 18.60% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 10.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 5.70% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 15.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 8.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 4.90% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 39.10% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 21.70% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 17.40% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 46.60% |
| % of pupils achieving any qualifications | 95.50% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 25.00% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 60.40% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 8 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 16.30% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 56 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 63.60% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 24 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 85.70% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 53.80% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 54.30% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 60.90% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 55.80% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 12.50% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 28.50% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 6.10% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 21 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 23.90% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 20 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 71.40% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 25.50% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 25.70% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 30.40% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 26.40% |
| % of pupils entering more than one language | 1.70% |
| % of pupils entering biology, chemistry and physics | 25.60% |
| Average number of KS4 entries per pupil | 7.7 |
| Average number of KS4 entries per pupil with low prior attainment | 7.1 |
| Average number of KS4 entries per pupil with middle prior attainment | 7.7 |
| Average number of KS4 entries per pupil with high prior attainment | 8.3 |
| Average number of KS4 entries per disadvantaged pupil | 6.2 |
| Average number of KS4 entries per non-disadvantaged pupil | 8 |
| Average number of GCSE entries per pupil | 7.2 |
| Average number of GCSE entries per pupil with low prior attainment | 6.4 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.2 |
| Average number of GCSE entries per pupil with high prior attainment | 8.2 |
| Average number of GCSE entries per disadvantaged pupil | 5.7 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.5 |
| Total volume of entries without discounting | 1372 |
| Total volume of covid-impacted entries without discounting | 0 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Well below average |
| Number of pupils completing key stage 4 in 2020/21 | 191 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 166 |
| Apprenticeships (number of pupils) | 6 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 5 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 124 |
| Further education (number of pupils) | 57 |
| School sixth form (number of pupils) | 67 |
| Sixth form college (number of pupils) | 0 |
| Other education destination (number of pupils) | 0 |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 12 |
| Activity not captured (number of pupils) | 2 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 91% |
| Apprenticeships (percentage) | 4% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 83% |
| Further education (percentage) | 38% |
| School sixth form (percentage) | 45% |
| Sixth form college (percentage) | 0% |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 8% |
| Activity not captured (percentage) | 1% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 42 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 31 |
| 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 | 149 |
| 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) | 135 |
| Number of pupils completing key stage 4 in 2019/20 | 178 |
| 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 | 39 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 85% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 139 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
| Number of pupils completing key stage 4 in 2018/19 | NA |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | NA |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | NA |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -5 |
| Upper confidence limit on the progression score for the total cohort | 6 |
| Lower confidence limit on the progression score for the total cohort | -16 |
| Cohort size | 53 |
| Progressed | 72% |
| Apprenticeships | 2% |
| Higher Education | 70% |
| Top third | 19% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 53 |
| Progressed for academic/applied general cohort | 72% |
| Progression score for academic/applied general cohort | -5 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 5 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
| 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 | 86% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 44 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 41 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 3 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 30 |
| 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) | 30 |
| Other education destinations (All levels of study) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 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) | 3 |
| Activity not captured in data (All levels of study) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 93% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 7% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 68% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 68% |
| Other education destinations (All levels of study) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 18% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
| Activity not captured in data (All levels of study) (percentage) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 3 |
| 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) | 0 |
| 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) | 0 |
| 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) | 0% |
| 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 41 |
| 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) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 0 |
| 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) | 0% |
| 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 43 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 40 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 30 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 30 |
| Other education destinations (Level 3) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 3 |
| Activity not captured in data (Level 3) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 93% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 5% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 70% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 70% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 19% |
| 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) | 0% |
| 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 | -5 |
| Upper confidence limit on the progression score for the total cohort | 6 |
| Lower confidence limit on the progression score for the total cohort | -16 |
| Cohort size | 53 |
| Progressed | 72% |
| Apprenticeships | 2% |
| Higher Education | 70% |
| Top third | 19% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 53 |
| Progressed for academic/applied general cohort | 72% |
| Progression score for academic/applied general cohort | -5 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 5 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
| 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 | 86% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | 0% |