For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1228 |
Number of girls on roll | 436 |
Number of boys on roll | 792 |
Percentage of girls on roll | 35.5 |
Percentage of boys on roll | 64.5 |
Number of eligible pupils with an EHC plan | 28 |
Percentage of eligible pupils with an EHC plan | 2.3 |
Number of eligible pupils with SEN support | 129 |
Percentage of eligible pupils with SEN support | 10.5 |
No. pupils where English not first language | 246 |
No. pupils with English first language | 973 |
No. pupils where first language is unclassified | 9 |
% pupils where English not first language | 20 |
% pupils with English first language | 79.2 |
No. pupils eligible for free school meals | 240 |
Number of pupils eligible for FSM at any time during the past 6 years | 223 |
Total pupils for FSMEver | 1004 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 22.2 |
School address (1) | Manor Way |
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School town | Beckenham |
School postcode | BR3 3SJ |
School telephone number | 02086508694 |
School parliamentary constituency code | E14001083 |
School parliamentary constituency name | Beckenham and Penge |
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) | 1 |
Total number of pupils (including part-time pupils) | 1228 |
Total boys on roll (including part-time pupils) | 792 |
Total girls on roll (including part-time pupils) | 436 |
Number of pupils at the end of key stage 4 | 192 |
Number of boys at the end of key stage 4 | 125 |
% of pupils at the end of key stage 4 who are boys | 65.10% |
Number of girls at the end of key stage 4 | 67 |
% of pupils at the end key stage 4 who are girls | 34.90% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.1 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 23 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 12.60% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 109 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 59.90% |
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 | 27.50% |
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) | 44 |
Percentage of key stage 2 disadvantaged pupils | 22.90% |
Number of key stage 2 pupils who are not disadvantaged | 148 |
Percentage of key stage 2 pupils who are not disadvantaged | 77.10% |
Number of eligible pupils with English as additional language (EAL) | 40 |
Percentage of eligible pupils with English as additional language (EAL) | 20.80% |
Number of eligible pupils with English as first language | 152 |
Percentage of eligible pupils with English as first language | 79.20% |
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 | 189 |
% of pupils at the end of key stage 4 who are non-mobile | 98.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 15 |
% 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 | 7.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11 |
% 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 | 10380.3 |
Average Attainment 8 score per pupil | 54.1 |
Total sum of Attainment 8 scores for English element | 2299 |
Average Attainment 8 score per pupil for English element | 12 |
Total sum of Attainment 8 scores for mathematics element | 2102 |
Average Attainment 8 score per pupil for mathematics element | 10.9 |
Total sum of Attainment 8 scores for EBacc element | 3008 |
Average Attainment 8 score per pupil for EBacc element | 15.7 |
Total sum of Attainment 8 scores for open element | 2971.3 |
Average Attainment 8 score per pupil for open element | 15.5 |
Total sum of Attainment 8 scores for open element - GCSE only | 2943 |
Average Attainment 8 score per pupil for open element - GCSE only | 15.3 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 28.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.1 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 182 |
Number of pupils who have had P8 score adjusted in average | 3 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 95% |
Progress 8 measure after adjustment for extreme scores | 0.38 |
Progress 8 lower 95% confidence interval for adjusted average | 0.18 |
Progress 8 upper 95% confidence interval for adjusted average | 0.59 |
Progress 8 measure based on unadjusted pupil scores | 0.37 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.16 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.58 |
Progress 8 measure for English element | 0.67 |
Lower 95% confidence interval for Progress 8 English element | 0.43 |
Upper 95% confidence interval for Progress 8 English element | 0.9 |
Progress 8 measure for mathematics element | 0.44 |
Lower 95% confidence interval for Progress 8 maths element | 0.23 |
Upper 95% confidence interval for Progress 8 maths element | 0.66 |
Progress 8 measure for EBacc element | 0.28 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.05 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.52 |
Progress 8 measure for open element | 0.21 |
Lower 95% confidence interval for Progress 8 open element | -0.03 |
Upper 95% confidence interval for Progress 8 open element | 0.44 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 75.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 63.50% |
Total EBacc APS score per pupil | 962.15 |
Average EBacc APS score per pupil | 5.01 |
Average EBacc APS score per disadvantaged pupil | 3.69 |
Average EBacc APS score per non-disadvantaged pupil | 5.41 |
Average EBacc APS score per pupil with low prior attainment | 2.32 |
Average EBacc APS score per pupil with middle prior attainment | 4.65 |
Average EBacc APS score per pupil with high prior attainment | 6.72 |
Average EBacc APS score per pupil for whom English is an additional language | 5.47 |
Average EBacc APS score per girl | 5.39 |
Average EBacc APS score per boy | 4.81 |
Average EBacc APS score per non-mobile pupil | 5.01 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 120 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 62.50% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 44.80% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 33.90% |
Number of pupils entering the English Baccalaureate English subject area | 187 |
% of pupils entering the English Baccalaureate English subject area | 97.40% |
Number of pupils entering the English Baccalaureate Maths subject area | 189 |
% of pupils entering the English Baccalaureate Maths subject area | 98.40% |
Number of pupils entering the English Baccalaureate Science subject area | 188 |
% of pupils entering the English Baccalaureate Science subject area | 97.90% |
Number of pupils entering the English Baccalaureate Humanities subject area | 161 |
% of pupils entering the English Baccalaureate Humanities subject area | 83.90% |
Number of pupils entering the English Baccalaureate Language subject area | 135 |
% of pupils entering the English Baccalaureate Language subject area | 70.30% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 89.10% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 80.70% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 79.70% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 66.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 72.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 60.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 72.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 59.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 77.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 60.70% |
Number of pupils included in English Baccalaureate Science Value Added measure | 178 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 95% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 151 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 94% |
Number of pupils included in English Baccalaureate Language Value Added measure | 126 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 93% |
English Baccalaureate Science Value Added measure | 0.31 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.09 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.52 |
EBacc Humanities VA measure | 0.2 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.09 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.48 |
English Baccalaureate Languages Value Added measure | 0.4 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.06 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.74 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 171 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 155 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 153 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 128 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 137 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 113 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 117 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 96 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 104 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 82 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 119 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 62.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 186 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.90% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 187 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.40% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 184 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 97.90% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 159 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.80% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 135 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 41.4 |
Number of disadvantaged pupils in Progress 8 measure | 44 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.12 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.54 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.3 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.14 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.56 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.29 |
Average Attainment 8 score per non-disadvantaged pupil | 57.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 138 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.54 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.31 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.78 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.53 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.29 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.77 |
Average Attainment 8 score per disadvantaged pupil for English element | 10.1 |
Progress 8 measure for English element - disadvantaged pupils | 0.35 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.13 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.83 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.9 |
Progress 8 measure for maths element - disadvantaged pupils | -0.26 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.7 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.18 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.6 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.2 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.69 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.28 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.8 |
Progress 8 measure for open element - disadvantaged pupils | -0.31 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.79 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.17 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 12.5 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.77 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.5 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1.04 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11.9 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.66 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.42 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.91 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.9 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.44 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.16 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.71 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 16.6 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.38 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.11 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.64 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 11.6 |
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 | 16.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.1 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -8.6 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.28 |
Average Attainment 8 score per pupil with low prior attainment | 27.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 23 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.23 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.81 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.34 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.23 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.82 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.35 |
Average Attainment 8 score per pupil with middle prior attainment | 50.9 |
Number of pupils with middle prior attainment included in Progress 8 measure | 109 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.46 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.19 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.72 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.45 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.18 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.72 |
Average Attainment 8 score per pupil with high prior attainment | 70.6 |
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 | 2 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.51 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.12 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.9 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.47 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.07 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.87 |
Average Attainment 8 score per pupil for whom English is an additional language | 57.2 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.8 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.7 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 17.7 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 16 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 15.9 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.1 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 35 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.98 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.51 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.45 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.96 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.49 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.44 |
Average Attainment 8 score per girl | 57.2 |
Average Attainment 8 score per girl for English element | 12.7 |
Average Attainment 8 score per girl for mathematics element | 11.2 |
Average Attainment 8 score per girl for EBacc element | 16.7 |
Average Attainment 8 score per girl for open element | 16.5 |
Average Attainment 8 score per girl - GCSE only | 16.4 |
Average Attainment 8 score per girl - non-GCSE only | 0.2 |
Number of girls included in Progress 8 measure | 65 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.57 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.22 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.91 |
Unadjusted Progress 8 measure - girls | 0.56 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.21 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.91 |
Average Attainment 8 score per boy | 52.4 |
Average Attainment 8 score per boy for English element | 11.6 |
Average Attainment 8 score per boy for mathematics element | 10.8 |
Average Attainment 8 score per boy for EBacc element | 15.1 |
Average Attainment 8 score per boy for open element | 14.9 |
Average Attainment 8 score per boy - GCSE only | 14.8 |
Average Attainment 8 score per boy - non-GCSE only | 0.1 |
Number of boys included in Progress 8 measure | 117 |
Number of boys in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - boys | 0.28 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.02 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.54 |
Unadjusted Progress 8 measure - boys | 0.27 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.53 |
Average Attainment 8 score per non-mobile pupil | 54 |
Average Attainment 8 score per non-mobile pupil for English element | 12 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 11 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 15.7 |
Average Attainment 8 score per non-mobile pupil for open element | 15.5 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 15.3 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.1 |
Number of non-mobile pupils included in Progress 8 measure | 180 |
Number of non-mobile pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-mobile pupils | 0.38 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.18 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.59 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.37 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.16 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.58 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
EBacc entered % by low prior attainment | 8.70% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 8.70% |
EBacc achieved % by low prior attainment - with 9-5 passes | 4.30% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 72 |
EBacc entered % by middle prior attainment | 66.10% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 36.70% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 21.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 37 |
EBacc entered % by high prior attainment | 74.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 70.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 70.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 43.20% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 68.20% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 22.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 11.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 51.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 40.50% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.28 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.32 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.52 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.11 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.44 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.02 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.4 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.04 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.25 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.05 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.19 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.7 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.14 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.52 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.33 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.55 |
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 | 0.19 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.35 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.9 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.6 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.05 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.93 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.11 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.59 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.66 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.57 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.06 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 2.16 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.16 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.38 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.33 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.91 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.12 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.65 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.92 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.9 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.14 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.5 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.41 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.62 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.24 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.32 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.09 |
% of boys with entries in all English Baccalaureate subject areas | 56.80% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 37.60% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 26.40% |
% of girls with entries in all English Baccalaureate subject areas | 73.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 58.20% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 47.80% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 62.40% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 45.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 33.90% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 65.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 62.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 45.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 69.80% |
% of pupils achieving any qualifications | 99.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 52.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 82.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 21.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 83 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 76.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 47 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 94.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 73.60% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 79.10% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 80.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 75.70% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 40.90% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 70.30% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 8.70% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 65 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 59.60% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 45 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 90.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 60.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 70.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 72.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 63.50% |
% of pupils entering more than one language | 4.20% |
% of pupils entering biology, chemistry and physics | 8.90% |
Average number of KS4 entries per pupil | 8.2 |
Average number of KS4 entries per pupil with low prior attainment | 7 |
Average number of KS4 entries per pupil with middle prior attainment | 8.2 |
Average number of KS4 entries per pupil with high prior attainment | 8.7 |
Average number of KS4 entries per disadvantaged pupil | 7.3 |
Average number of KS4 entries per non-disadvantaged pupil | 8.5 |
Average number of GCSE entries per pupil | 8 |
Average number of GCSE entries per pupil with low prior attainment | 6.2 |
Average number of GCSE entries per pupil with middle prior attainment | 8.1 |
Average number of GCSE entries per pupil with high prior attainment | 8.6 |
Average number of GCSE entries per disadvantaged pupil | 7 |
Average number of GCSE entries per non-disadvantaged pupil | 8.3 |
Total volume of entries without discounting | 1591 |
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 | Above average |
Number of pupils completing key stage 4 in 2020/21 | 194 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 183 |
Apprenticeships (number of pupils) | 2 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 131 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 112 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 6 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
Apprenticeships (percentage) | 1% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 4% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 89% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 76% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 4% |
Activity not captured (percentage) | 1% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 47 |
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 | 147 |
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) | 139 |
Number of pupils completing key stage 4 in 2019/20 | 190 |
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 | 51 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 86% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 139 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of pupils completing key stage 4 in 2018/19 | 189 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
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) | 93% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 143 |
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) | 1 |
---|---|
Progression score for the total cohort | 5 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | -4 |
Cohort size | 81 |
Progressed | 73% |
Apprenticeships | 1% |
Higher Education | 69% |
Top third | 12% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 65 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | 5 |
Upper confidence limit on the progression score for the academic/applied general cohort | 14 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -4 |
Cohort size for TLEV cohort | 16 |
Progressed for TLEV cohort | 50% |
Score for TLEV cohort | 1 |
Upper confidence limit on the progression score for the TLEV cohort | 25 |
Lower confidence limit on the progression score for the TLEV cohort | -23 |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 71% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 68% |
Top third for disadvantaged students | 14% |
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) | 86 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 73 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 52 |
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) | 52 |
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) | 18 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 4 |
Activity not captured in data (All levels of study) (number of students) | 9 |
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) | 3% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 60% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 60% |
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) | 21% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 5% |
Activity not captured in data (All levels of study) (percentage) | 10% |
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) | 21 |
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) | 91% |
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) | 63 |
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) | 52 |
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) | 83% |
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) | 82 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 71 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 52 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 52 |
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) | 16 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 4 |
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) | 63% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 63% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 20% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 5% |
Activity not captured in data (Level 3) (percentage) | 9% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 21 |
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) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
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) | 1 |
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) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
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) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 61 |
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) | 0 |
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) | 0 |
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) | 6 |
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) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 0% |
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) | 10% |
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) | 3 |
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) | 1 |
---|---|
Progression score for the total cohort | 5 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | -4 |
Cohort size | 81 |
Progressed | 73% |
Apprenticeships | 1% |
Higher Education | 69% |
Top third | 12% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 65 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | 5 |
Upper confidence limit on the progression score for the academic/applied general cohort | 14 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -4 |
Cohort size for TLEV cohort | 16 |
Progressed for TLEV cohort | 50% |
Score for TLEV cohort | 1 |
Upper confidence limit on the progression score for the TLEV cohort | 25 |
Lower confidence limit on the progression score for the TLEV cohort | -23 |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 71% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 68% |
Top third for disadvantaged students | 14% |
Higher technical for disadvantaged students | SUPP |