For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1095 |
Number of girls on roll | 486 |
Number of boys on roll | 609 |
Percentage of girls on roll | 44.4 |
Percentage of boys on roll | 55.6 |
Number of eligible pupils with an EHC plan | 38 |
Percentage of eligible pupils with an EHC plan | 3.5 |
Number of eligible pupils with SEN support | 89 |
Percentage of eligible pupils with SEN support | 8.1 |
No. pupils where English not first language | 542 |
No. pupils with English first language | 517 |
No. pupils where first language is unclassified | 36 |
% pupils where English not first language | 49.5 |
% pupils with English first language | 47.2 |
No. pupils eligible for free school meals | 413 |
Number of pupils eligible for FSM at any time during the past 6 years | 405 |
Total pupils for FSMEver | 855 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 47.4 |
School address (1) | Adelaide Road |
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School address (3) | Swiss Cottage |
School town | Camden |
School postcode | NW3 3AQ |
School telephone number | 02074493080 |
School parliamentary constituency code | E14001265 |
School parliamentary constituency name | Hampstead and Highgate |
Religious denomination | Does not apply |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1095 |
Total boys on roll (including part-time pupils) | 609 |
Total girls on roll (including part-time pupils) | 486 |
Number of pupils at the end of key stage 4 | 173 |
Number of boys at the end of key stage 4 | 95 |
% of pupils at the end of key stage 4 who are boys | 54.90% |
Number of girls at the end of key stage 4 | 78 |
% of pupils at the end key stage 4 who are girls | 45.10% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.1 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 29 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 18.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 90 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56.30% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 41 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 25.60% |
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) | 86 |
Percentage of key stage 2 disadvantaged pupils | 49.70% |
Number of key stage 2 pupils who are not disadvantaged | 87 |
Percentage of key stage 2 pupils who are not disadvantaged | 50.30% |
Number of eligible pupils with English as additional language (EAL) | 95 |
Percentage of eligible pupils with English as additional language (EAL) | 54.90% |
Number of eligible pupils with English as first language | 72 |
Percentage of eligible pupils with English as first language | 41.60% |
Number of eligible pupils with unclassified language | 6 |
Percentage of eligible pupils with unclassified language | 3.50% |
Number of pupils at the end of key stage 4 who are non-mobile | 163 |
% of pupils at the end of key stage 4 who are non-mobile | 94.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 11 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6.40% |
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 | 22 |
% 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 | 12.70% |
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 | 6.40% |
Total sum of Attainment 8 scores | 8060.8 |
Average Attainment 8 score per pupil | 46.6 |
Total sum of Attainment 8 scores for English element | 1837 |
Average Attainment 8 score per pupil for English element | 10.6 |
Total sum of Attainment 8 scores for mathematics element | 1634 |
Average Attainment 8 score per pupil for mathematics element | 9.4 |
Total sum of Attainment 8 scores for EBacc element | 2357 |
Average Attainment 8 score per pupil for EBacc element | 13.6 |
Total sum of Attainment 8 scores for open element | 2232.8 |
Average Attainment 8 score per pupil for open element | 12.9 |
Total sum of Attainment 8 scores for open element - GCSE only | 2154 |
Average Attainment 8 score per pupil for open element - GCSE only | 12.5 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 78.8 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.5 |
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 | 160 |
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 | 92% |
Progress 8 measure after adjustment for extreme scores | -0.17 |
Progress 8 lower 95% confidence interval for adjusted average | -0.39 |
Progress 8 upper 95% confidence interval for adjusted average | 0.05 |
Progress 8 measure based on unadjusted pupil scores | -0.19 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.42 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.03 |
Progress 8 measure for English element | 0.15 |
Lower 95% confidence interval for Progress 8 English element | -0.1 |
Upper 95% confidence interval for Progress 8 English element | 0.4 |
Progress 8 measure for mathematics element | -0.11 |
Lower 95% confidence interval for Progress 8 maths element | -0.34 |
Upper 95% confidence interval for Progress 8 maths element | 0.12 |
Progress 8 measure for EBacc element | -0.22 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.47 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.04 |
Progress 8 measure for open element | -0.45 |
Lower 95% confidence interval for Progress 8 open element | -0.7 |
Upper 95% confidence interval for Progress 8 open element | -0.2 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 66.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 49.70% |
Total EBacc APS score per pupil | 749.51 |
Average EBacc APS score per pupil | 4.33 |
Average EBacc APS score per disadvantaged pupil | 3.86 |
Average EBacc APS score per non-disadvantaged pupil | 4.8 |
Average EBacc APS score per pupil with low prior attainment | 2.62 |
Average EBacc APS score per pupil with middle prior attainment | 4.06 |
Average EBacc APS score per pupil with high prior attainment | 5.99 |
Average EBacc APS score per pupil for whom English is an additional language | 4.4 |
Average EBacc APS score per girl | 4.23 |
Average EBacc APS score per boy | 4.41 |
Average EBacc APS score per non-mobile pupil | 4.33 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 99 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 57.20% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 37.60% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 23.70% |
Number of pupils entering the English Baccalaureate English subject area | 165 |
% of pupils entering the English Baccalaureate English subject area | 95.40% |
Number of pupils entering the English Baccalaureate Maths subject area | 163 |
% of pupils entering the English Baccalaureate Maths subject area | 94.20% |
Number of pupils entering the English Baccalaureate Science subject area | 165 |
% of pupils entering the English Baccalaureate Science subject area | 95.40% |
Number of pupils entering the English Baccalaureate Humanities subject area | 109 |
% of pupils entering the English Baccalaureate Humanities subject area | 63.00% |
Number of pupils entering the English Baccalaureate Language subject area | 147 |
% of pupils entering the English Baccalaureate Language subject area | 85.00% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 81.50% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 66.50% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 69.40% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 55.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 70.30% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 50.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 68.80% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 53.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 65.30% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 48.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 153 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 100 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 92% |
Number of pupils included in English Baccalaureate Language Value Added measure | 136 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 93% |
English Baccalaureate Science Value Added measure | -0.2 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.43 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.03 |
EBacc Humanities VA measure | -0.07 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.42 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.28 |
English Baccalaureate Languages Value Added measure | -0.22 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.55 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.11 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 141 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 115 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 120 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 96 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 116 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 83 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 75 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 58 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 96 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 71 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 98 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 56.60% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 164 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 94.80% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 161 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 93.10% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 162 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.20% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 108 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.10% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 146 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.30% |
Average Attainment 8 score per disadvantaged pupil | 42.3 |
Number of disadvantaged pupils in Progress 8 measure | 82 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 3 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.55 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.85 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.24 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.6 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.91 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.29 |
Average Attainment 8 score per non-disadvantaged pupil | 50.9 |
Number of non-disadvantaged pupils in Progress 8 measure | 78 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.24 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.08 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.55 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.24 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.08 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.56 |
Average Attainment 8 score per disadvantaged pupil for English element | 10 |
Progress 8 measure for English element - disadvantaged pupils | -0.15 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.5 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.2 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.56 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.88 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.23 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 12.1 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.69 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.04 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.34 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.7 |
Progress 8 measure for open element - disadvantaged pupils | -0.84 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.19 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.49 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.2 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.47 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.12 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.83 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.4 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.35 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.02 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.68 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.1 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.28 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.09 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.64 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.1 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.04 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.4 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.32 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 11.2 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 13.7 |
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 | -7.7 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.71 |
Average Attainment 8 score per pupil with low prior attainment | 29.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 29 |
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 | -0.31 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.72 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.21 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.32 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.73 |
Average Attainment 8 score per pupil with middle prior attainment | 44.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 90 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.21 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.51 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.08 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.21 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.51 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.08 |
Average Attainment 8 score per pupil with high prior attainment | 61.8 |
Number of pupils with high prior attainment included in Progress 8 measure | 41 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.32 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.76 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.11 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.43 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.87 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.01 |
Average Attainment 8 score per pupil for whom English is an additional language | 47.4 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.8 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.6 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 13 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 12.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.3 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 87 |
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 | -0.05 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.35 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.25 |
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 | -0.38 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.23 |
Average Attainment 8 score per girl | 46.7 |
Average Attainment 8 score per girl for English element | 11.1 |
Average Attainment 8 score per girl for mathematics element | 8.8 |
Average Attainment 8 score per girl for EBacc element | 13.1 |
Average Attainment 8 score per girl for open element | 13.6 |
Average Attainment 8 score per girl - GCSE only | 13.2 |
Average Attainment 8 score per girl - non-GCSE only | 0.5 |
Number of girls included in Progress 8 measure | 73 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | -0.2 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.53 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.12 |
Unadjusted Progress 8 measure - girls | -0.24 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.57 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.09 |
Average Attainment 8 score per boy | 46.5 |
Average Attainment 8 score per boy for English element | 10.2 |
Average Attainment 8 score per boy for mathematics element | 9.9 |
Average Attainment 8 score per boy for EBacc element | 14 |
Average Attainment 8 score per boy for open element | 12.3 |
Average Attainment 8 score per boy - GCSE only | 11.9 |
Average Attainment 8 score per boy - non-GCSE only | 0.4 |
Number of boys included in Progress 8 measure | 87 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.13 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.43 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.16 |
Unadjusted Progress 8 measure - boys | -0.15 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.45 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.15 |
Average Attainment 8 score per non-mobile pupil | 46.7 |
Average Attainment 8 score per non-mobile pupil for English element | 10.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.4 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 13.6 |
Average Attainment 8 score per non-mobile pupil for open element | 13 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 12.6 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.5 |
Number of non-mobile pupils included in Progress 8 measure | 154 |
Number of non-mobile pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-mobile pupils | -0.14 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.37 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.08 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.17 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.4 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.06 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 9 |
EBacc entered % by low prior attainment | 31.00% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 10.30% |
EBacc achieved % by low prior attainment - with 9-5 passes | 3.40% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 49 |
EBacc entered % by middle prior attainment | 54.40% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 28.90% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 13.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 33 |
EBacc entered % by high prior attainment | 80.50% |
EBacc achieved % by high prior attainment - with 9-4 passes | 75.60% |
EBacc achieved % by high prior attainment - with 9-5 passes | 63.40% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 48.80% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 65.50% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 29.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 17.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 46.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 29.90% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.06 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.2 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.36 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.58 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.19 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.32 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.13 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.17 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.32 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.14 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.66 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.3 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.39 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.64 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.18 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.26 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.91 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.52 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.14 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.62 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.5 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.11 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.51 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.09 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.81 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.19 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.84 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.61 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.33 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.16 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.52 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.62 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.43 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.78 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.17 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.11 |
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 | -0.28 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.65 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.33 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.13 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.73 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.21 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1 |
% of boys with entries in all English Baccalaureate subject areas | 58.90% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 40.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 25.30% |
% of girls with entries in all English Baccalaureate subject areas | 55.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 34.60% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 21.80% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 57.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 38.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 23.30% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 60.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 34.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 20.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 60.70% |
% of pupils achieving any qualifications | 96.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 60.50% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 72.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 24.10% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 60 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 66.70% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 38 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 92.70% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 71.60% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 60.30% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 72.60% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 65.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 44.20% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 55.20% |
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 | 6.90% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 40 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 44.40% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 36 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 87.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 50.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 48.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 49.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 49.10% |
% of pupils entering more than one language | 9.80% |
% of pupils entering biology, chemistry and physics | 26.00% |
Average number of KS4 entries per pupil | 8.1 |
Average number of KS4 entries per pupil with low prior attainment | 7.2 |
Average number of KS4 entries per pupil with middle prior attainment | 8 |
Average number of KS4 entries per pupil with high prior attainment | 9.2 |
Average number of KS4 entries per disadvantaged pupil | 7.8 |
Average number of KS4 entries per non-disadvantaged pupil | 8.5 |
Average number of GCSE entries per pupil | 7.9 |
Average number of GCSE entries per pupil with low prior attainment | 6.8 |
Average number of GCSE entries per pupil with middle prior attainment | 7.8 |
Average number of GCSE entries per pupil with high prior attainment | 9.1 |
Average number of GCSE entries per disadvantaged pupil | 7.5 |
Average number of GCSE entries per non-disadvantaged pupil | 8.3 |
Total volume of entries without discounting | 1422 |
Total volume of covid-impacted entries without discounting | 2 |
% 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 | 169 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 158 |
Apprenticeships (number of pupils) | 0 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | SUPP |
Further education (number of pupils) | 8 |
School sixth form (number of pupils) | 50 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 2 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
Apprenticeships (percentage) | 0% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (percentage) | SUPP |
Further education (percentage) | 11% |
School sixth form (percentage) | 71% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 3% |
Activity not captured (percentage) | 3% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 99 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 92 |
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 | 70 |
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) | 66 |
Number of pupils completing key stage 4 in 2019/20 | 174 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 91% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 106 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 68 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 90% |
Number of pupils completing key stage 4 in 2018/19 | 167 |
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 | 106 |
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 | 61 |
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 | 9 |
Upper confidence limit on the progression score for the total cohort | 16 |
Lower confidence limit on the progression score for the total cohort | 1 |
Cohort size | 115 |
Progressed | 91% |
Apprenticeships | 3% |
Higher Education | 89% |
Top third | 46% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 115 |
Progressed for academic/applied general cohort | 91% |
Progression score for academic/applied general cohort | 9 |
Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 1 |
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 | 90% |
Apprenticeships for disadvantaged students | 2% |
HE for disadvantaged students | 88% |
Top third for disadvantaged students | 44% |
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) | 137 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 125 |
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) | 112 |
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) | 110 |
Other education destinations (All levels of study) (number of students) | 2 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 10 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 8 |
Activity not captured in data (All levels of study) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 82% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 80% |
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) | 7% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 6% |
Activity not captured in data (All levels of study) (percentage) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 53 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 84 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 136 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 125 |
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) | 112 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 110 |
Other education destinations (Level 3) (number of students) | 2 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 10 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
Activity not captured in data (Level 3) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 82% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 81% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
Activity not captured in data (Level 3) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 9 |
Upper confidence limit on the progression score for the total cohort | 16 |
Lower confidence limit on the progression score for the total cohort | 1 |
Cohort size | 115 |
Progressed | 91% |
Apprenticeships | 3% |
Higher Education | 89% |
Top third | 46% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 115 |
Progressed for academic/applied general cohort | 91% |
Progression score for academic/applied general cohort | 9 |
Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 1 |
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 | 90% |
Apprenticeships for disadvantaged students | 2% |
HE for disadvantaged students | 88% |
Top third for disadvantaged students | 44% |
Higher technical for disadvantaged students | 0% |