Tendring Technology College
Secondary Academy school in Frinton-on-Sea CO13 0AZ
Secondary Academy school in Frinton-on-Sea CO13 0AZ
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1668 |
| Number of girls on roll | 841 |
| Number of boys on roll | 827 |
| Percentage of girls on roll | 50.4 |
| Percentage of boys on roll | 49.6 |
| Number of eligible pupils with an EHC plan | 61 |
| Percentage of eligible pupils with an EHC plan | 3.7 |
| Number of eligible pupils with SEN support | 240 |
| Percentage of eligible pupils with SEN support | 14.4 |
| No. pupils where English not first language | 58 |
| No. pupils with English first language | 1610 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 3.5 |
| % pupils with English first language | 96.5 |
| No. pupils eligible for free school meals | 462 |
| Number of pupils eligible for FSM at any time during the past 6 years | 458 |
| Total pupils for FSMEver | 1496 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 30.6 |
| School address (1) | Rochford Way |
|---|---|
| School town | Frinton-on-Sea |
| School postcode | CO13 0AZ |
| School telephone number | 01255672116 |
| School parliamentary constituency code | E14001174 |
| School parliamentary constituency name | Clacton |
| Religious denomination | None |
| Age range | 11-19 |
| 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) | 1668 |
| Total boys on roll (including part-time pupils) | 827 |
| Total girls on roll (including part-time pupils) | 841 |
| Number of pupils at the end of key stage 4 | 303 |
| Number of boys at the end of key stage 4 | 148 |
| % of pupils at the end of key stage 4 who are boys | 48.80% |
| Number of girls at the end of key stage 4 | 155 |
| % of pupils at the end key stage 4 who are girls | 51.20% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 102.4 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 99 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 33.90% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 150 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 51.40% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 43 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 14.70% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 75 |
| Percentage of key stage 2 disadvantaged pupils | 24.80% |
| Number of key stage 2 pupils who are not disadvantaged | 228 |
| Percentage of key stage 2 pupils who are not disadvantaged | 75.20% |
| Number of eligible pupils with English as additional language (EAL) | 10 |
| Percentage of eligible pupils with English as additional language (EAL) | 3.30% |
| Number of eligible pupils with English as first language | 292 |
| Percentage of eligible pupils with English as first language | 96.40% |
| Number of eligible pupils with unclassified language | 1 |
| Percentage of eligible pupils with unclassified language | 0.30% |
| Number of pupils at the end of key stage 4 who are non-mobile | 293 |
| % of pupils at the end of key stage 4 who are non-mobile | 96.70% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 10 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.30% |
| 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 | 43 |
| % 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 | 14.20% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 33 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 10.90% |
| Total sum of Attainment 8 scores | 11791.3 |
| Average Attainment 8 score per pupil | 38.9 |
| Total sum of Attainment 8 scores for English element | 2679 |
| Average Attainment 8 score per pupil for English element | 8.8 |
| Total sum of Attainment 8 scores for mathematics element | 2476 |
| Average Attainment 8 score per pupil for mathematics element | 8.2 |
| Total sum of Attainment 8 scores for EBacc element | 2946.5 |
| Average Attainment 8 score per pupil for EBacc element | 9.7 |
| Total sum of Attainment 8 scores for open element | 3689.8 |
| Average Attainment 8 score per pupil for open element | 12.2 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2462 |
| Average Attainment 8 score per pupil for open element - GCSE only | 8.1 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 1227.8 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 4.1 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.4 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
| Number of pupils included in Progress 8 measure | 292 |
| Number of pupils who have had P8 score adjusted in average | 5 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 96% |
| Progress 8 measure after adjustment for extreme scores | -0.36 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.52 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.19 |
| Progress 8 measure based on unadjusted pupil scores | -0.36 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.53 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.2 |
| Progress 8 measure for English element | -0.23 |
| Lower 95% confidence interval for Progress 8 English element | -0.42 |
| Upper 95% confidence interval for Progress 8 English element | -0.05 |
| Progress 8 measure for mathematics element | -0.09 |
| Lower 95% confidence interval for Progress 8 maths element | -0.26 |
| Upper 95% confidence interval for Progress 8 maths element | 0.08 |
| Progress 8 measure for EBacc element | -0.85 |
| Lower 95% confidence interval for Progress 8 EBacc element | -1.04 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.66 |
| Progress 8 measure for open element | -0.15 |
| Lower 95% confidence interval for Progress 8 open element | -0.34 |
| Upper 95% confidence interval for Progress 8 open element | 0.03 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 56.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 35.30% |
| Total EBacc APS score per pupil | 926.84 |
| Average EBacc APS score per pupil | 3.06 |
| Average EBacc APS score per disadvantaged pupil | 2.17 |
| Average EBacc APS score per non-disadvantaged pupil | 3.35 |
| Average EBacc APS score per pupil with low prior attainment | 1.88 |
| Average EBacc APS score per pupil with middle prior attainment | 3.22 |
| Average EBacc APS score per pupil with high prior attainment | 5.11 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.92 |
| Average EBacc APS score per girl | 3.22 |
| Average EBacc APS score per boy | 2.89 |
| Average EBacc APS score per non-mobile pupil | 3.08 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 40 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 13.20% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 8.30% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 5.60% |
| Number of pupils entering the English Baccalaureate English subject area | 286 |
| % of pupils entering the English Baccalaureate English subject area | 94.40% |
| Number of pupils entering the English Baccalaureate Maths subject area | 296 |
| % of pupils entering the English Baccalaureate Maths subject area | 97.70% |
| Number of pupils entering the English Baccalaureate Science subject area | 286 |
| % of pupils entering the English Baccalaureate Science subject area | 94.40% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 132 |
| % of pupils entering the English Baccalaureate Humanities subject area | 43.60% |
| Number of pupils entering the English Baccalaureate Language subject area | 56 |
| % of pupils entering the English Baccalaureate Language subject area | 18.50% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 67.00% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 50.20% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 65.70% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 42.60% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 45.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 28.00% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 57.60% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 46.20% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 62.50% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 44.60% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 275 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 96% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 126 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 52 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 93% |
| English Baccalaureate Science Value Added measure | -0.47 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.64 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.3 |
| EBacc Humanities VA measure | -0.19 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.5 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.13 |
| English Baccalaureate Languages Value Added measure | -0.39 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.93 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.14 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 203 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 152 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 199 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 129 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 131 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 80 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 76 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 61 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 35 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 25 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 37 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 12.20% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 284 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 93.70% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 290 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.70% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 275 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 96.20% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 130 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.50% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 54 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 96.40% |
| Average Attainment 8 score per disadvantaged pupil | 28 |
| Number of disadvantaged pupils in Progress 8 measure | 71 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.87 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.2 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.54 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.89 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.22 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.55 |
| Average Attainment 8 score per non-disadvantaged pupil | 42.5 |
| Number of non-disadvantaged pupils in Progress 8 measure | 221 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.19 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.38 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.01 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.2 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.39 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.01 |
| Average Attainment 8 score per disadvantaged pupil for English element | 6.7 |
| Progress 8 measure for English element - disadvantaged pupils | -0.76 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.13 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.38 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 6 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.56 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.9 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.21 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.6 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.32 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.7 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.94 |
| Average Attainment 8 score per disadvantaged pupil for open element | 8.8 |
| Progress 8 measure for open element - disadvantaged pupils | -0.76 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.14 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.39 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 9.5 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.06 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.28 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.15 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.9 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.06 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.13 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.26 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 10.8 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.7 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.92 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.48 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13.3 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.05 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.17 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.26 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 6.2 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.6 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 8.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 4.5 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -22 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.03 |
| Average Attainment 8 score per pupil with low prior attainment | 25.6 |
| Number of pupils with low prior attainment included in Progress 8 measure | 99 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.25 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.52 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.03 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.25 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.53 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.04 |
| Average Attainment 8 score per pupil with middle prior attainment | 41.1 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 150 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 5 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.42 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.64 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.19 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.43 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.66 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.2 |
| Average Attainment 8 score per pupil with high prior attainment | 61.2 |
| Number of pupils with high prior attainment included in Progress 8 measure | 43 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.41 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.83 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.01 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.41 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.84 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.02 |
| Average Attainment 8 score per pupil for whom English is an additional language | 57.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.8 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 17.4 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 12.3 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 5.1 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 8 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | 1.23 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.24 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.21 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.23 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.23 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.23 |
| Average Attainment 8 score per girl | 41.5 |
| Average Attainment 8 score per girl for English element | 9.6 |
| Average Attainment 8 score per girl for mathematics element | 8.2 |
| Average Attainment 8 score per girl for EBacc element | 10.1 |
| Average Attainment 8 score per girl for open element | 13.6 |
| Average Attainment 8 score per girl - GCSE only | 9.9 |
| Average Attainment 8 score per girl - non-GCSE only | 3.7 |
| Number of girls included in Progress 8 measure | 149 |
| Number of girls in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - girls | -0.28 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.51 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -0.06 |
| Unadjusted Progress 8 measure - girls | -0.29 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.52 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -0.06 |
| Average Attainment 8 score per boy | 36.2 |
| Average Attainment 8 score per boy for English element | 8.1 |
| Average Attainment 8 score per boy for mathematics element | 8.1 |
| Average Attainment 8 score per boy for EBacc element | 9.4 |
| Average Attainment 8 score per boy for open element | 10.7 |
| Average Attainment 8 score per boy - GCSE only | 6.3 |
| Average Attainment 8 score per boy - non-GCSE only | 4.4 |
| Number of boys included in Progress 8 measure | 143 |
| Number of boys in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - boys | -0.44 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.67 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.2 |
| Unadjusted Progress 8 measure - boys | -0.44 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.68 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.2 |
| Average Attainment 8 score per non-mobile pupil | 39.3 |
| Average Attainment 8 score per non-mobile pupil for English element | 9 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 8.2 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 9.8 |
| Average Attainment 8 score per non-mobile pupil for open element | 12.4 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 8.2 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 4.1 |
| Number of non-mobile pupils included in Progress 8 measure | 285 |
| Number of non-mobile pupils in progress measure with adjusted scores | 4 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.33 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.49 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.17 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.34 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.5 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.17 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
| EBacc entered % by low prior attainment | 2.00% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 19 |
| EBacc entered % by middle prior attainment | 12.70% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 6.70% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 3.30% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 17 |
| EBacc entered % by high prior attainment | 39.50% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 32.60% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 25.60% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 8.00% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 14.90% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 2.70% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.30% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 10.10% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 7.00% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.36 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.48 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.69 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.91 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.33 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.16 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.34 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.2 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.53 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.11 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.01 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.96 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.39 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.21 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.56 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.26 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.14 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.53 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.06 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.66 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.24 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.72 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.25 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.13 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.2 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.25 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.24 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.45 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.78 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.47 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.09 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.76 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.47 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.87 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.03 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.74 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.37 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.79 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.72 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.71 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.08 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.84 |
| % of boys with entries in all English Baccalaureate subject areas | 12.80% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 5.40% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 3.40% |
| % of girls with entries in all English Baccalaureate subject areas | 13.50% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 11.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 7.70% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 13.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 8.20% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 5.50% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 40.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 30.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 30.00% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 47.50% |
| % of pupils achieving any qualifications | 97.40% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 36.00% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 62.70% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 23 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 23.20% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 99 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 66.00% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 42 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.70% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 54.10% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 58.10% |
| % 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 | 57.00% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 21.30% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 39.90% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3.00% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 63 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 42.00% |
| 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 | 83.70% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 31.80% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 38.70% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 70.00% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 35.50% |
| % of pupils entering more than one language | 1.30% |
| % of pupils entering biology, chemistry and physics | 12.20% |
| Average number of KS4 entries per pupil | 7.3 |
| Average number of KS4 entries per pupil with low prior attainment | 6.6 |
| Average number of KS4 entries per pupil with middle prior attainment | 7.4 |
| Average number of KS4 entries per pupil with high prior attainment | 8.2 |
| Average number of KS4 entries per disadvantaged pupil | 6.6 |
| Average number of KS4 entries per non-disadvantaged pupil | 7.5 |
| Average number of GCSE entries per pupil | 6.1 |
| Average number of GCSE entries per pupil with low prior attainment | 5.4 |
| Average number of GCSE entries per pupil with middle prior attainment | 6.1 |
| Average number of GCSE entries per pupil with high prior attainment | 7.4 |
| Average number of GCSE entries per disadvantaged pupil | 5.6 |
| Average number of GCSE entries per non-disadvantaged pupil | 6.3 |
| Total volume of entries without discounting | 2245 |
| 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 | Below average |
| Number of pupils completing key stage 4 in 2020/21 | 289 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 264 |
| Apprenticeships (number of pupils) | 10 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 11 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 184 |
| Further education (number of pupils) | 57 |
| School sixth form (number of pupils) | 82 |
| Sixth form college (number of pupils) | 43 |
| Other education destination (number of pupils) | 2 |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| Activity not captured (number of pupils) | SUPP |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
| Apprenticeships (percentage) | 5% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 84% |
| Further education (percentage) | 26% |
| School sixth form (percentage) | 37% |
| Sixth form college (percentage) | 20% |
| Other education destination (percentage) | 1% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
| Activity not captured (percentage) | SUPP |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 70 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 59 |
| 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 | 219 |
| 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) | 205 |
| Number of pupils completing key stage 4 in 2019/20 | 292 |
| 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 | 70 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 87% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 222 |
| 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 | 315 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 73 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 88% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 242 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -9 |
| Upper confidence limit on the progression score for the total cohort | -1 |
| Lower confidence limit on the progression score for the total cohort | -16 |
| Cohort size | 116 |
| Progressed | 60% |
| Apprenticeships | 1% |
| Higher Education | 59% |
| Top third | 9% |
| Higher technical | 1% |
| Cohort size for academic/applied general cohort | 116 |
| Progressed for academic/applied general cohort | 60% |
| Progression score for academic/applied general cohort | -9 |
| Upper confidence limit on the progression score for the academic/applied general cohort | -1 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -16 |
| 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 | 56% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| 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) | 137 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 105 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 11 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 67 |
| Further education (level 3 and below) (All levels of study) (number of students) | 1 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 66 |
| 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) | 27 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 18 |
| Activity not captured in data (All levels of study) (number of students) | 14 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 77% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 8% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 49% |
| Further education (level 3 and below) (All levels of study) (percentage) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 48% |
| 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) | 20% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 13% |
| Activity not captured in data (All levels of study) (percentage) | 10% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 24 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 16 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 3 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 8 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 5 |
| 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) | 4 |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 4 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 67% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 13% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 33% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 21% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 17% |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 17% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 113 |
| 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) | 89 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 8 |
| 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) | 59 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 22 |
| 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) | 14 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 10 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 79% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 7% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 52% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 19% |
| 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) | 12% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 9% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 117 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 98 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 7 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 67 |
| Further education (level 3 and below) (Level 3) (number of students) | 1 |
| Higher education (level 4 and above) (Level 3) (number of students) | 66 |
| 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) | 24 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 13 |
| Activity not captured in data (Level 3) (number of students) | 6 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 84% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 6% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 57% |
| Further education (level 3 and below) (Level 3) (percentage) | 1% |
| Higher education (level 4 and above) (Level 3) (percentage) | 56% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 21% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 11% |
| Activity not captured in data (Level 3) (percentage) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 18 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 14 |
| 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) | 8 |
| 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) | 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) | 2 |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 78% |
| 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) | 44% |
| 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) | 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) | 11% |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | 11% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 99 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 84 |
| 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) | 59 |
| 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) | 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) | 11 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 4 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 85% |
| 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) | 60% |
| 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) | 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) | 11% |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 13 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 4 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | 0 |
| Further education (level 3 and below) (Level 2) (number of students) | 0 |
| Higher education (level 4 and above) (Level 2) (number of students) | 0 |
| Other education destinations (Level 2) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 2 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 3 |
| Activity not captured in data (Level 2) (number of students) | 6 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 31% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 15% |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 0% |
| Further education (level 3 and below) (Level 2) (percentage) | 0% |
| Higher education (level 4 and above) (Level 2) (percentage) | 0% |
| Other education destinations (Level 2) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 15% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 23% |
| Activity not captured in data (Level 2) (percentage) | 46% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | 4 |
| 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) | 0 |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | 0 |
| Other education destinations (Level 2) (number of students) (disadvantaged) | 0 |
| 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) | 0% |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | 0% |
| Other education destinations (Level 2) (percentage) (disadvantaged) | 0% |
| 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) | 9 |
| 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) | 0 |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | 0 |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | 0 |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | 0 |
| 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) | 0% |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | 0% |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | 0% |
| 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) | 7 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 3 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | 0 |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
| Other education destinations (L1, entry level and other) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 1 |
| 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) | 2 |
| Activity not captured in data (L1, entry level and other) (number of students) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 43% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 29% |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | 0% |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
| Other education destinations (L1, entry level and other) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 14% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 29% |
| Activity not captured in data (L1, entry level and other) (percentage) | 29% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 2 |
| 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) | 0 |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | 0 |
| 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) | 0% |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | 0% |
| 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) | 5 |
| 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) | 0 |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
| 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) | 0% |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
| 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 | -1 |
| Lower confidence limit on the progression score for the total cohort | -16 |
| Cohort size | 116 |
| Progressed | 60% |
| Apprenticeships | 1% |
| Higher Education | 59% |
| Top third | 9% |
| Higher technical | 1% |
| Cohort size for academic/applied general cohort | 116 |
| Progressed for academic/applied general cohort | 60% |
| Progression score for academic/applied general cohort | -9 |
| Upper confidence limit on the progression score for the academic/applied general cohort | -1 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -16 |
| 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 | 56% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |