For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1335 |
Number of girls on roll | 646 |
Number of boys on roll | 689 |
Percentage of girls on roll | 48.4 |
Percentage of boys on roll | 51.6 |
Number of eligible pupils with an EHC plan | 11 |
Percentage of eligible pupils with an EHC plan | 0.8 |
Number of eligible pupils with SEN support | 98 |
Percentage of eligible pupils with SEN support | 7.3 |
No. pupils where English not first language | 97 |
No. pupils with English first language | 1218 |
No. pupils where first language is unclassified | 20 |
% pupils where English not first language | 7.3 |
% pupils with English first language | 91.2 |
No. pupils eligible for free school meals | 304 |
Number of pupils eligible for FSM at any time during the past 6 years | 280 |
Total pupils for FSMEver | 1183 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 23.7 |
School address (1) | Coningswath Road |
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School address (2) | Carlton |
School town | Nottingham |
School postcode | NG4 3SH |
School telephone number | 01159550010 |
School parliamentary constituency code | E14001245 |
School parliamentary constituency name | Gedling |
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) | 1335 |
Total boys on roll (including part-time pupils) | 689 |
Total girls on roll (including part-time pupils) | 646 |
Number of pupils at the end of key stage 4 | 212 |
Number of boys at the end of key stage 4 | 107 |
% of pupils at the end of key stage 4 who are boys | 50.50% |
Number of girls at the end of key stage 4 | 105 |
% of pupils at the end key stage 4 who are girls | 49.50% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 37 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 17.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 124 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 58.80% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 50 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 23.70% |
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) | 46 |
Percentage of key stage 2 disadvantaged pupils | 21.70% |
Number of key stage 2 pupils who are not disadvantaged | 166 |
Percentage of key stage 2 pupils who are not disadvantaged | 78.30% |
Number of eligible pupils with English as additional language (EAL) | 13 |
Percentage of eligible pupils with English as additional language (EAL) | 6.10% |
Number of eligible pupils with English as first language | 189 |
Percentage of eligible pupils with English as first language | 89.20% |
Number of eligible pupils with unclassified language | 10 |
Percentage of eligible pupils with unclassified language | 4.70% |
Number of pupils at the end of key stage 4 who are non-mobile | 211 |
% of pupils at the end of key stage 4 who are non-mobile | 99.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.50% |
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 | 13 |
% 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 | 6.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 12 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 5.70% |
Total sum of Attainment 8 scores | 10147.8 |
Average Attainment 8 score per pupil | 47.9 |
Total sum of Attainment 8 scores for English element | 2190 |
Average Attainment 8 score per pupil for English element | 10.3 |
Total sum of Attainment 8 scores for mathematics element | 1880 |
Average Attainment 8 score per pupil for mathematics element | 8.9 |
Total sum of Attainment 8 scores for EBacc element | 3104 |
Average Attainment 8 score per pupil for EBacc element | 14.6 |
Total sum of Attainment 8 scores for open element | 2973.8 |
Average Attainment 8 score per pupil for open element | 14 |
Total sum of Attainment 8 scores for open element - GCSE only | 2800 |
Average Attainment 8 score per pupil for open element - GCSE only | 13.2 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 173.8 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.8 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 211 |
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 | 100% |
Progress 8 measure after adjustment for extreme scores | 0.03 |
Progress 8 lower 95% confidence interval for adjusted average | -0.16 |
Progress 8 upper 95% confidence interval for adjusted average | 0.22 |
Progress 8 measure based on unadjusted pupil scores | 0 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.19 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.2 |
Progress 8 measure for English element | 0.03 |
Lower 95% confidence interval for Progress 8 English element | -0.19 |
Upper 95% confidence interval for Progress 8 English element | 0.25 |
Progress 8 measure for mathematics element | -0.31 |
Lower 95% confidence interval for Progress 8 maths element | -0.51 |
Upper 95% confidence interval for Progress 8 maths element | -0.11 |
Progress 8 measure for EBacc element | 0.23 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.01 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.45 |
Progress 8 measure for open element | -0.03 |
Lower 95% confidence interval for Progress 8 open element | -0.25 |
Upper 95% confidence interval for Progress 8 open element | 0.19 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 68.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 45.80% |
Total EBacc APS score per pupil | 933.69 |
Average EBacc APS score per pupil | 4.4 |
Average EBacc APS score per disadvantaged pupil | 3.35 |
Average EBacc APS score per non-disadvantaged pupil | 4.7 |
Average EBacc APS score per pupil with low prior attainment | 2.28 |
Average EBacc APS score per pupil with middle prior attainment | 4.35 |
Average EBacc APS score per pupil with high prior attainment | 6.1 |
Average EBacc APS score per pupil for whom English is an additional language | 4.56 |
Average EBacc APS score per girl | 4.56 |
Average EBacc APS score per boy | 4.25 |
Average EBacc APS score per non-mobile pupil | 4.43 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 108 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 50.90% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 35.40% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 25.00% |
Number of pupils entering the English Baccalaureate English subject area | 205 |
% of pupils entering the English Baccalaureate English subject area | 96.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 209 |
% of pupils entering the English Baccalaureate Maths subject area | 98.60% |
Number of pupils entering the English Baccalaureate Science subject area | 205 |
% of pupils entering the English Baccalaureate Science subject area | 96.70% |
Number of pupils entering the English Baccalaureate Humanities subject area | 181 |
% of pupils entering the English Baccalaureate Humanities subject area | 85.40% |
Number of pupils entering the English Baccalaureate Language subject area | 119 |
% of pupils entering the English Baccalaureate Language subject area | 56.10% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 79.70% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 62.70% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 72.60% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 51.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 75.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 58.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 65.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 56.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 73.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 61.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 204 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 100% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 181 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 100% |
Number of pupils included in English Baccalaureate Language Value Added measure | 118 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 99% |
English Baccalaureate Science Value Added measure | 0.36 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.16 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.56 |
EBacc Humanities VA measure | 0.3 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.04 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.56 |
English Baccalaureate Languages Value Added measure | -0.16 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.51 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.19 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 169 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 133 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 154 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 109 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 155 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 119 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 118 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 103 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 87 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 73 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 107 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 50.50% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 204 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.20% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 205 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.70% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 202 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.50% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 179 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.90% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 119 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 37.5 |
Number of disadvantaged pupils in Progress 8 measure | 46 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.59 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.99 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.18 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.62 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.04 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.21 |
Average Attainment 8 score per non-disadvantaged pupil | 50.7 |
Number of non-disadvantaged pupils in Progress 8 measure | 165 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.2 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.01 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.42 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.18 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.04 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.4 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.5 |
Progress 8 measure for English element - disadvantaged pupils | -0.52 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.99 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.06 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.3 |
Progress 8 measure for maths element - disadvantaged pupils | -0.66 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.09 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.23 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.3 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.45 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.92 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.02 |
Average Attainment 8 score per disadvantaged pupil for open element | 10.5 |
Progress 8 measure for open element - disadvantaged pupils | -0.84 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.3 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.37 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.8 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.18 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.06 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.43 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.3 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.21 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.44 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.02 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.6 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.42 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.18 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.67 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.19 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.05 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.44 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.4 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.8 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -12.5 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.75 |
Average Attainment 8 score per pupil with low prior attainment | 27.2 |
Number of pupils with low prior attainment included in Progress 8 measure | 37 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.01 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.45 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.46 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.01 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.46 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.47 |
Average Attainment 8 score per pupil with middle prior attainment | 47.8 |
Number of pupils with middle prior attainment included in Progress 8 measure | 124 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.14 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.11 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.39 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.13 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.13 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.38 |
Average Attainment 8 score per pupil with high prior attainment | 63.1 |
Number of pupils with high prior attainment included in Progress 8 measure | 50 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.21 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.6 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.18 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.3 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.7 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.1 |
Average Attainment 8 score per pupil for whom English is an additional language | 49.7 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.8 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.1 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.3 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.5 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.2 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.3 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 13 |
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 | 0.92 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.15 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.69 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.92 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.14 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.7 |
Average Attainment 8 score per girl | 49.9 |
Average Attainment 8 score per girl for English element | 11 |
Average Attainment 8 score per girl for mathematics element | 8.7 |
Average Attainment 8 score per girl for EBacc element | 15 |
Average Attainment 8 score per girl for open element | 15.2 |
Average Attainment 8 score per girl - GCSE only | 14.7 |
Average Attainment 8 score per girl - non-GCSE only | 0.6 |
Number of girls included in Progress 8 measure | 104 |
Number of girls in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - girls | 0.12 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.15 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.4 |
Unadjusted Progress 8 measure - girls | 0.09 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.19 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.37 |
Average Attainment 8 score per boy | 45.9 |
Average Attainment 8 score per boy for English element | 9.7 |
Average Attainment 8 score per boy for mathematics element | 9 |
Average Attainment 8 score per boy for EBacc element | 14.3 |
Average Attainment 8 score per boy for open element | 12.9 |
Average Attainment 8 score per boy - GCSE only | 11.8 |
Average Attainment 8 score per boy - non-GCSE only | 1.1 |
Number of boys included in Progress 8 measure | 107 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.06 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.33 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.21 |
Unadjusted Progress 8 measure - boys | -0.08 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.35 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.2 |
Average Attainment 8 score per non-mobile pupil | 48.1 |
Average Attainment 8 score per non-mobile pupil for English element | 10.4 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.9 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.7 |
Average Attainment 8 score per non-mobile pupil for open element | 14.1 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 13.3 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
Number of non-mobile pupils included in Progress 8 measure | 210 |
Number of non-mobile pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-mobile pupils | 0.05 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.14 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.24 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.03 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.16 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.23 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 9 |
EBacc entered % by low prior attainment | 24.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.70% |
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 | 59 |
EBacc entered % by middle prior attainment | 47.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 29.80% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 16.90% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 40 |
EBacc entered % by high prior attainment | 80.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 74.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 64.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 26.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 57.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 17.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 13.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 40.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 28.30% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.18 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.46 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.22 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.03 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.46 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.1 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.33 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.44 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.18 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.4 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.18 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.09 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.22 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.77 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.05 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.41 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.46 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.68 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.23 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.65 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.3 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.72 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.2 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.64 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.19 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.44 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.81 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.68 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.11 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.59 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.8 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.66 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.96 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.09 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.14 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.67 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.33 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.44 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.12 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -2.25 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.58 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.39 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.37 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.8 |
% of boys with entries in all English Baccalaureate subject areas | 44.90% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 29.90% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 20.60% |
% of girls with entries in all English Baccalaureate subject areas | 57.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 41.00% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 29.50% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 51.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 35.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 25.10% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 46.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 23.10% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 23.10% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 62.30% |
% of pupils achieving any qualifications | 99.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 54.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 72.30% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 6 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 16.20% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 93 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 75.00% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 45 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 90.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 67.30% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 69.50% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 69.20% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 68.70% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 23.90% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 51.80% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 56 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 45.20% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 40 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 80.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 43.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 48.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 38.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 46.00% |
% of pupils entering more than one language | 4.20% |
% of pupils entering biology, chemistry and physics | 13.20% |
Average number of KS4 entries per pupil | 8.4 |
Average number of KS4 entries per pupil with low prior attainment | 7.9 |
Average number of KS4 entries per pupil with middle prior attainment | 8.4 |
Average number of KS4 entries per pupil with high prior attainment | 8.7 |
Average number of KS4 entries per disadvantaged pupil | 7.7 |
Average number of KS4 entries per non-disadvantaged pupil | 8.5 |
Average number of GCSE entries per pupil | 8.1 |
Average number of GCSE entries per pupil with low prior attainment | 7.4 |
Average number of GCSE entries per pupil with middle prior attainment | 8.1 |
Average number of GCSE entries per pupil with high prior attainment | 8.7 |
Average number of GCSE entries per disadvantaged pupil | 7.4 |
Average number of GCSE entries per non-disadvantaged pupil | 8.3 |
Total volume of entries without discounting | 1794 |
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 | 178 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 163 |
Apprenticeships (number of pupils) | 8 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 97 |
Further education (number of pupils) | 38 |
School sixth form (number of pupils) | 57 |
Sixth form college (number of pupils) | 2 |
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) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 93% |
Apprenticeships (percentage) | 7% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 84% |
Further education (percentage) | 33% |
School sixth form (percentage) | 50% |
Sixth form college (percentage) | 2% |
Other education destination (percentage) | 0% |
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 | 63 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 56 |
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 | 115 |
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) | 107 |
Number of pupils completing key stage 4 in 2019/20 | 169 |
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 | 40 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 83% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 129 |
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 | 161 |
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 | 46 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 87% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 115 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 3 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | -8 |
Cohort size | 54 |
Progressed | 78% |
Apprenticeships | 2% |
Higher Education | 70% |
Top third | 22% |
Higher technical | 6% |
Cohort size for academic/applied general cohort | 51 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | 1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 12 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -10 |
Cohort size for TLEV cohort | 3 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
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 | 72% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 61% |
Top third for disadvantaged students | 11% |
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) | 60 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 51 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 6 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 31 |
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) | 31 |
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) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 8 |
Activity not captured in data (All levels of study) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 85% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 10% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 52% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 52% |
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) | 23% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 13% |
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) | 11 |
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) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 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) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 49 |
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) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 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) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 59 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 51 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 6 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 31 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 31 |
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) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 7 |
Activity not captured in data (Level 3) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 10% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 53% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 53% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 24% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 12% |
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) | 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 | 3 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | -8 |
Cohort size | 54 |
Progressed | 78% |
Apprenticeships | 2% |
Higher Education | 70% |
Top third | 22% |
Higher technical | 6% |
Cohort size for academic/applied general cohort | 51 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | 1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 12 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -10 |
Cohort size for TLEV cohort | 3 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
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 | 72% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 61% |
Top third for disadvantaged students | 11% |
Higher technical for disadvantaged students | SUPP |