For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1042 |
Number of girls on roll | 6 |
Number of boys on roll | 1036 |
Percentage of girls on roll | 0.6 |
Percentage of boys on roll | 99.4 |
Number of eligible pupils with an EHC plan | 24 |
Percentage of eligible pupils with an EHC plan | 2.3 |
Number of eligible pupils with SEN support | 89 |
Percentage of eligible pupils with SEN support | 8.5 |
No. pupils where English not first language | 243 |
No. pupils with English first language | 791 |
No. pupils where first language is unclassified | 8 |
% pupils where English not first language | 23.3 |
% pupils with English first language | 75.9 |
No. pupils eligible for free school meals | 263 |
Number of pupils eligible for FSM at any time during the past 6 years | 253 |
Total pupils for FSMEver | 881 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 28.7 |
School address (1) | Market Place |
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School town | Enfield |
School postcode | EN2 6LN |
School telephone number | 02083631095 |
School parliamentary constituency code | E14001225 |
School parliamentary constituency name | Enfield North |
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 | BOYS |
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) | 1042 |
Total boys on roll (including part-time pupils) | 1036 |
Total girls on roll (including part-time pupils) | 6 |
Number of pupils at the end of key stage 4 | 174 |
Number of boys at the end of key stage 4 | 174 |
% of pupils at the end of key stage 4 who are boys | 100.00% |
Number of girls at the end of key stage 4 | NA |
% of pupils at the end key stage 4 who are girls | 0.00% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 28 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 16.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 85 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 50.60% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 55 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 32.70% |
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 | 26.40% |
Number of key stage 2 pupils who are not disadvantaged | 128 |
Percentage of key stage 2 pupils who are not disadvantaged | 73.60% |
Number of eligible pupils with English as additional language (EAL) | 37 |
Percentage of eligible pupils with English as additional language (EAL) | 21.30% |
Number of eligible pupils with English as first language | 137 |
Percentage of eligible pupils with English as first language | 78.70% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 170 |
% of pupils at the end of key stage 4 who are non-mobile | 97.70% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 20 |
% 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 | 11.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 15 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 8.60% |
Total sum of Attainment 8 scores | 8431.3 |
Average Attainment 8 score per pupil | 48.5 |
Total sum of Attainment 8 scores for English element | 1822 |
Average Attainment 8 score per pupil for English element | 10.5 |
Total sum of Attainment 8 scores for mathematics element | 1722 |
Average Attainment 8 score per pupil for mathematics element | 9.9 |
Total sum of Attainment 8 scores for EBacc element | 2571 |
Average Attainment 8 score per pupil for EBacc element | 14.8 |
Total sum of Attainment 8 scores for open element | 2316.3 |
Average Attainment 8 score per pupil for open element | 13.3 |
Total sum of Attainment 8 scores for open element - GCSE only | 2259 |
Average Attainment 8 score per pupil for open element - GCSE only | 13 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 57.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.3 |
Average number of EBacc slots filled in Attainment 8 per pupil | 3 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 168 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 97% |
Progress 8 measure after adjustment for extreme scores | -0.05 |
Progress 8 lower 95% confidence interval for adjusted average | -0.27 |
Progress 8 upper 95% confidence interval for adjusted average | 0.16 |
Progress 8 measure based on unadjusted pupil scores | -0.05 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.27 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.16 |
Progress 8 measure for English element | 0 |
Lower 95% confidence interval for Progress 8 English element | -0.24 |
Upper 95% confidence interval for Progress 8 English element | 0.25 |
Progress 8 measure for mathematics element | 0.08 |
Lower 95% confidence interval for Progress 8 maths element | -0.15 |
Upper 95% confidence interval for Progress 8 maths element | 0.3 |
Progress 8 measure for EBacc element | 0.14 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.11 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.39 |
Progress 8 measure for open element | -0.37 |
Lower 95% confidence interval for Progress 8 open element | -0.61 |
Upper 95% confidence interval for Progress 8 open element | -0.12 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 69.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 55.70% |
Total EBacc APS score per pupil | 768.5 |
Average EBacc APS score per pupil | 4.42 |
Average EBacc APS score per disadvantaged pupil | 3.66 |
Average EBacc APS score per non-disadvantaged pupil | 4.69 |
Average EBacc APS score per pupil with low prior attainment | 2.35 |
Average EBacc APS score per pupil with middle prior attainment | 4.26 |
Average EBacc APS score per pupil with high prior attainment | 5.88 |
Average EBacc APS score per pupil for whom English is an additional language | 4.32 |
Average EBacc APS score per girl | NE |
Average EBacc APS score per boy | 4.42 |
Average EBacc APS score per non-mobile pupil | 4.46 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 86 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 49.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 21.80% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 11.50% |
Number of pupils entering the English Baccalaureate English subject area | 173 |
% of pupils entering the English Baccalaureate English subject area | 99.40% |
Number of pupils entering the English Baccalaureate Maths subject area | 174 |
% of pupils entering the English Baccalaureate Maths subject area | 100.00% |
Number of pupils entering the English Baccalaureate Science subject area | 174 |
% of pupils entering the English Baccalaureate Science subject area | 100.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 167 |
% of pupils entering the English Baccalaureate Humanities subject area | 96.00% |
Number of pupils entering the English Baccalaureate Language subject area | 89 |
% of pupils entering the English Baccalaureate Language subject area | 51.10% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 80.50% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 67.80% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 73.00% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 61.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 65.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 51.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 63.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 52.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 51.70% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 34.80% |
Number of pupils included in English Baccalaureate Science Value Added measure | 168 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 162 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
Number of pupils included in English Baccalaureate Language Value Added measure | 85 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 96% |
English Baccalaureate Science Value Added measure | 0.05 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.18 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.27 |
EBacc Humanities VA measure | -0.12 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.4 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.15 |
English Baccalaureate Languages Value Added measure | -0.88 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.3 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.47 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 140 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 118 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 127 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 107 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 114 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 89 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 106 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 87 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 46 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 31 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 82 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 47.10% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 173 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 99.40% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 172 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.90% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 174 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 164 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.20% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 85 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 95.50% |
Average Attainment 8 score per disadvantaged pupil | 40.4 |
Number of disadvantaged pupils in Progress 8 measure | 46 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.19 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.6 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.22 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.19 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.61 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.22 |
Average Attainment 8 score per non-disadvantaged pupil | 51.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 122 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.25 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.25 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.26 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.25 |
Average Attainment 8 score per disadvantaged pupil for English element | 9 |
Progress 8 measure for English element - disadvantaged pupils | -0.11 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.58 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.35 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.3 |
Progress 8 measure for maths element - disadvantaged pupils | -0.02 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.45 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.41 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 12.2 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.48 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.47 |
Average Attainment 8 score per disadvantaged pupil for open element | 10.9 |
Progress 8 measure for open element - disadvantaged pupils | -0.56 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.02 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.09 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.24 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.33 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.5 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.11 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.15 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.37 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.7 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.19 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.1 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.48 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.2 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.3 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.58 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.01 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 10.7 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 13.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -9.6 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.35 |
Average Attainment 8 score per pupil with low prior attainment | 26.7 |
Number of pupils with low prior attainment included in Progress 8 measure | 28 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.21 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.73 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.32 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.21 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.74 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.33 |
Average Attainment 8 score per pupil with middle prior attainment | 46.8 |
Number of pupils with middle prior attainment included in Progress 8 measure | 85 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.02 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.28 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.32 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.02 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.28 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.33 |
Average Attainment 8 score per pupil with high prior attainment | 64 |
Number of pupils with high prior attainment included in Progress 8 measure | 55 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.09 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.47 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.28 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.09 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.48 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.29 |
Average Attainment 8 score per pupil for whom English is an additional language | 46.6 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.8 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14.6 |
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 | 12 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.2 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 33 |
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 | 0.07 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.41 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.55 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.07 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.42 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.56 |
Average Attainment 8 score per girl | NE |
Average Attainment 8 score per girl for English element | NE |
Average Attainment 8 score per girl for mathematics element | NE |
Average Attainment 8 score per girl for EBacc element | NE |
Average Attainment 8 score per girl for open element | NE |
Average Attainment 8 score per girl - GCSE only | NE |
Average Attainment 8 score per girl - non-GCSE only | NE |
Number of girls included in Progress 8 measure | NE |
Number of girls in progress measure with adjusted scores | NE |
Adjusted Progress 8 measure - girls | NE |
Adjusted Progress 8 lower 95% confidence interval - girls | NE |
Adjusted Progress 8 upper 95% confidence interval - girls | NE |
Unadjusted Progress 8 measure - girls | NE |
Unadjusted Progress 8 lower 95% confidence interval - girls | NE |
Unadjusted Progress 8 upper 95% confidence interval - girls | NE |
Average Attainment 8 score per boy | 48.5 |
Average Attainment 8 score per boy for English element | 10.5 |
Average Attainment 8 score per boy for mathematics element | 9.9 |
Average Attainment 8 score per boy for EBacc element | 14.8 |
Average Attainment 8 score per boy for open element | 13.3 |
Average Attainment 8 score per boy - GCSE only | 13 |
Average Attainment 8 score per boy - non-GCSE only | 0.3 |
Number of boys included in Progress 8 measure | 168 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.05 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.27 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.16 |
Unadjusted Progress 8 measure - boys | -0.05 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.27 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.16 |
Average Attainment 8 score per non-mobile pupil | 48.8 |
Average Attainment 8 score per non-mobile pupil for English element | 10.5 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.9 |
Average Attainment 8 score per non-mobile pupil for open element | 13.4 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 13.1 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.3 |
Number of non-mobile pupils included in Progress 8 measure | 166 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | -0.03 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.25 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.18 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.03 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.25 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.19 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 11 |
EBacc entered % by low prior attainment | 39.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 3.60% |
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 | 39 |
EBacc entered % by middle prior attainment | 45.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 14.10% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 7.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 32 |
EBacc entered % by high prior attainment | 58.20% |
EBacc achieved % by high prior attainment - with 9-4 passes | 43.60% |
EBacc achieved % by high prior attainment - with 9-5 passes | 25.50% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 39.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 53.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 8.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 8.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 26.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 12.50% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.42 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.22 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.01 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.17 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.13 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.49 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.07 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.03 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.39 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.03 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.23 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.67 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.39 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.15 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.12 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.25 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.59 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.38 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.13 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.12 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.96 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.53 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.09 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.39 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.38 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.15 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.92 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.29 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.35 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.21 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.18 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.31 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.46 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.44 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.5 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.69 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.99 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.64 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.6 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.87 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.34 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.07 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.27 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.72 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.07 |
% of boys with entries in all English Baccalaureate subject areas | 49.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 21.80% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 11.50% |
% of girls with entries in all English Baccalaureate subject areas | NE |
% of KS4 girls achieving the Ebacc - with 9-4 passes | NE |
% of KS4 girls achieving the Ebacc - with 9-5 passes | NE |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 50.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 22.40% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 11.80% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 54.10% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 16.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 10.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 62.60% |
% of pupils achieving any qualifications | 100.00% |
% 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 | 74.20% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 4 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 14.30% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 61 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 71.80% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 54 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 98.20% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 69.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | NE |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 64.90% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 69.40% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 37.00% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 62.50% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3.60% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 47 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 55.30% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 48 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 87.30% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 55.70% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | NE |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 51.40% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 57.10% |
% of pupils entering more than one language | 3.40% |
% of pupils entering biology, chemistry and physics | 0.00% |
Average number of KS4 entries per pupil | 7.8 |
Average number of KS4 entries per pupil with low prior attainment | 7.5 |
Average number of KS4 entries per pupil with middle prior attainment | 7.8 |
Average number of KS4 entries per pupil with high prior attainment | 8 |
Average number of KS4 entries per disadvantaged pupil | 7.7 |
Average number of KS4 entries per non-disadvantaged pupil | 7.8 |
Average number of GCSE entries per pupil | 7.6 |
Average number of GCSE entries per pupil with low prior attainment | 7.2 |
Average number of GCSE entries per pupil with middle prior attainment | 7.6 |
Average number of GCSE entries per pupil with high prior attainment | 7.8 |
Average number of GCSE entries per disadvantaged pupil | 7.5 |
Average number of GCSE entries per non-disadvantaged pupil | 7.7 |
Total volume of entries without discounting | 1366 |
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 | 177 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 170 |
Apprenticeships (number of pupils) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 125 |
Further education (number of pupils) | 35 |
School sixth form (number of pupils) | 84 |
Sixth form college (number of pupils) | 6 |
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) | 98% |
Apprenticeships (percentage) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 97% |
Further education (percentage) | 27% |
School sixth form (percentage) | 65% |
Sixth form college (percentage) | 5% |
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 | 48 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 44 |
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 | 129 |
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) | 126 |
Number of pupils completing key stage 4 in 2019/20 | 177 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 42 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 135 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils completing key stage 4 in 2018/19 | 170 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 56 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 114 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 17 |
Upper confidence limit on the progression score for the total cohort | 26 |
Lower confidence limit on the progression score for the total cohort | 7 |
Cohort size | 79 |
Progressed | 91% |
Apprenticeships | 4% |
Higher Education | 87% |
Top third | 33% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 79 |
Progressed for academic/applied general cohort | 91% |
Progression score for academic/applied general cohort | 17 |
Upper confidence limit on the progression score for the academic/applied general cohort | 25 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 8 |
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 | 100% |
Apprenticeships for disadvantaged students | 6% |
HE for disadvantaged students | 94% |
Top third for disadvantaged students | 24% |
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) | 102 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 87 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 71 |
Further education (level 3 and below) (All levels of study) (number of students) | 4 |
Higher education (level 4 and above) (All levels of study) (number of students) | 66 |
Other education destinations (All levels of study) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 12 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 7 |
Activity not captured in data (All levels of study) (number of students) | 8 |
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) | 4% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 70% |
Further education (level 3 and below) (All levels of study) (percentage) | 4% |
Higher education (level 4 and above) (All levels of study) (percentage) | 65% |
Other education destinations (All levels of study) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 12% |
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) | 8% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 23 |
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) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
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) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 9% |
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) | 79 |
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) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 5 |
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) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 6% |
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) | 100 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 87 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 71 |
Further education (level 3 and below) (Level 3) (number of students) | 4 |
Higher education (level 4 and above) (Level 3) (number of students) | 66 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 12 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 6 |
Activity not captured in data (Level 3) (number of students) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 87% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 4% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 71% |
Further education (level 3 and below) (Level 3) (percentage) | 4% |
Higher education (level 4 and above) (Level 3) (percentage) | 66% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 12% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
Activity not captured in data (Level 3) (percentage) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 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 | 17 |
Upper confidence limit on the progression score for the total cohort | 26 |
Lower confidence limit on the progression score for the total cohort | 7 |
Cohort size | 79 |
Progressed | 91% |
Apprenticeships | 4% |
Higher Education | 87% |
Top third | 33% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 79 |
Progressed for academic/applied general cohort | 91% |
Progression score for academic/applied general cohort | 17 |
Upper confidence limit on the progression score for the academic/applied general cohort | 25 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 8 |
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 | 100% |
Apprenticeships for disadvantaged students | 6% |
HE for disadvantaged students | 94% |
Top third for disadvantaged students | 24% |
Higher technical for disadvantaged students | 0% |