Chiltern Hills Academy
Secondary Academy school in Chesham HP5 2RG
Secondary Academy school in Chesham HP5 2RG
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1076 |
| Number of girls on roll | 551 |
| Number of boys on roll | 525 |
| Percentage of girls on roll | 51.2 |
| Percentage of boys on roll | 48.8 |
| Number of eligible pupils with an EHC plan | 55 |
| Percentage of eligible pupils with an EHC plan | 5.1 |
| Number of eligible pupils with SEN support | 126 |
| Percentage of eligible pupils with SEN support | 11.7 |
| No. pupils where English not first language | 209 |
| No. pupils with English first language | 860 |
| No. pupils where first language is unclassified | 7 |
| % pupils where English not first language | 19.4 |
| % pupils with English first language | 79.9 |
| No. pupils eligible for free school meals | 201 |
| Number of pupils eligible for FSM at any time during the past 6 years | 198 |
| Total pupils for FSMEver | 944 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 21 |
| School address (1) | Chartridge Lane |
|---|---|
| School town | Chesham |
| School postcode | HP5 2RG |
| School telephone number | 01494782066 |
| School parliamentary constituency code | E14001162 |
| School parliamentary constituency name | Chesham and Amersham |
| Religious denomination | Church of England |
| 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 | NON SEL IN HIGHLY SEL AREA |
| 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) | 1076 |
| Total boys on roll (including part-time pupils) | 525 |
| Total girls on roll (including part-time pupils) | 551 |
| Number of pupils at the end of key stage 4 | 183 |
| Number of boys at the end of key stage 4 | 92 |
| % of pupils at the end of key stage 4 who are boys | 50.30% |
| Number of girls at the end of key stage 4 | 91 |
| % of pupils at the end key stage 4 who are girls | 49.70% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.9 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 54 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 32.10% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 97 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 57.70% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 17 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 10.10% |
| 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) | 36 |
| Percentage of key stage 2 disadvantaged pupils | 19.70% |
| Number of key stage 2 pupils who are not disadvantaged | 147 |
| Percentage of key stage 2 pupils who are not disadvantaged | 80.30% |
| Number of eligible pupils with English as additional language (EAL) | 38 |
| Percentage of eligible pupils with English as additional language (EAL) | 20.80% |
| Number of eligible pupils with English as first language | 143 |
| Percentage of eligible pupils with English as first language | 78.10% |
| Number of eligible pupils with unclassified language | 2 |
| Percentage of eligible pupils with unclassified language | 1.10% |
| Number of pupils at the end of key stage 4 who are non-mobile | 179 |
| % of pupils at the end of key stage 4 who are non-mobile | 97.80% |
| 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 | 5.50% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 29 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 15.80% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 19 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 10.40% |
| Total sum of Attainment 8 scores | 6871.8 |
| Average Attainment 8 score per pupil | 37.6 |
| Total sum of Attainment 8 scores for English element | 1511 |
| Average Attainment 8 score per pupil for English element | 8.3 |
| Total sum of Attainment 8 scores for mathematics element | 1288 |
| Average Attainment 8 score per pupil for mathematics element | 7 |
| Total sum of Attainment 8 scores for EBacc element | 1974 |
| Average Attainment 8 score per pupil for EBacc element | 10.8 |
| Total sum of Attainment 8 scores for open element | 2098.8 |
| Average Attainment 8 score per pupil for open element | 11.5 |
| Total sum of Attainment 8 scores for open element - GCSE only | 1959.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 10.7 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 139.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0.8 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
| Number of pupils included in Progress 8 measure | 168 |
| 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 | -0.45 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.66 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.23 |
| Progress 8 measure based on unadjusted pupil scores | -0.46 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.68 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.24 |
| Progress 8 measure for English element | -0.47 |
| Lower 95% confidence interval for Progress 8 English element | -0.71 |
| Upper 95% confidence interval for Progress 8 English element | -0.23 |
| Progress 8 measure for mathematics element | -0.61 |
| Lower 95% confidence interval for Progress 8 maths element | -0.83 |
| Upper 95% confidence interval for Progress 8 maths element | -0.38 |
| Progress 8 measure for EBacc element | -0.46 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.71 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.21 |
| Progress 8 measure for open element | -0.34 |
| Lower 95% confidence interval for Progress 8 open element | -0.59 |
| Upper 95% confidence interval for Progress 8 open element | -0.1 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 48.60% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 20.80% |
| Total EBacc APS score per pupil | 600.61 |
| Average EBacc APS score per pupil | 3.28 |
| Average EBacc APS score per disadvantaged pupil | 2.07 |
| Average EBacc APS score per non-disadvantaged pupil | 3.58 |
| Average EBacc APS score per pupil with low prior attainment | 1.86 |
| Average EBacc APS score per pupil with middle prior attainment | 3.76 |
| Average EBacc APS score per pupil with high prior attainment | 4.7 |
| Average EBacc APS score per pupil for whom English is an additional language | 3.5 |
| Average EBacc APS score per girl | 3.52 |
| Average EBacc APS score per boy | 3.05 |
| Average EBacc APS score per non-mobile pupil | 3.29 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 75 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 41.00% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 16.40% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 8.20% |
| Number of pupils entering the English Baccalaureate English subject area | 166 |
| % of pupils entering the English Baccalaureate English subject area | 90.70% |
| Number of pupils entering the English Baccalaureate Maths subject area | 175 |
| % of pupils entering the English Baccalaureate Maths subject area | 95.60% |
| Number of pupils entering the English Baccalaureate Science subject area | 168 |
| % of pupils entering the English Baccalaureate Science subject area | 91.80% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 147 |
| % of pupils entering the English Baccalaureate Humanities subject area | 80.30% |
| Number of pupils entering the English Baccalaureate Language subject area | 90 |
| % of pupils entering the English Baccalaureate Language subject area | 49.20% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 61.20% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 44.80% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 54.10% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 26.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 50.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 26.20% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 47.60% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 31.30% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 56.70% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 37.80% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 154 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 92% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 135 |
| 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 | 83 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 92% |
| English Baccalaureate Science Value Added measure | -0.43 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.66 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.2 |
| EBacc Humanities VA measure | -0.47 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.76 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.17 |
| English Baccalaureate Languages Value Added measure | -0.38 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.8 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.04 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 112 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 82 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 99 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 48 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 84 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 44 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 70 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 46 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 51 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 34 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 69 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 37.70% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 166 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 90.70% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 165 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 90.20% |
| 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 | 96.40% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 144 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.00% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 89 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.90% |
| Average Attainment 8 score per disadvantaged pupil | 25.1 |
| Number of disadvantaged pupils in Progress 8 measure | 33 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | -1.08 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.56 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.6 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -1.08 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.57 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.59 |
| Average Attainment 8 score per non-disadvantaged pupil | 40.6 |
| Number of non-disadvantaged pupils in Progress 8 measure | 135 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.29 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.53 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.05 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.3 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.55 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.06 |
| Average Attainment 8 score per disadvantaged pupil for English element | 5.9 |
| Progress 8 measure for English element - disadvantaged pupils | -1.06 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.61 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.51 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 4.6 |
| Progress 8 measure for maths element - disadvantaged pupils | -1.16 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.67 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.66 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.6 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.18 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.74 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.62 |
| Average Attainment 8 score per disadvantaged pupil for open element | 7.9 |
| Progress 8 measure for open element - disadvantaged pupils | -0.94 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.49 |
| 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 | 8.8 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.33 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.6 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.05 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 7.6 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.47 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.72 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.22 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.8 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.29 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.56 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.01 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 12.3 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.2 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.47 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.07 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.3 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.7 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 11.6 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.8 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -24.9 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.24 |
| Average Attainment 8 score per pupil with low prior attainment | 22.6 |
| Number of pupils with low prior attainment included in Progress 8 measure | 54 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.42 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.8 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.04 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.42 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.8 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.04 |
| Average Attainment 8 score per pupil with middle prior attainment | 42.6 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 97 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.31 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.6 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.03 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.33 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.62 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.05 |
| Average Attainment 8 score per pupil with high prior attainment | 52.1 |
| Number of pupils with high prior attainment included in Progress 8 measure | 17 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -1.29 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.96 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.61 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -1.29 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.97 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.6 |
| Average Attainment 8 score per pupil for whom English is an additional language | 39.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 8.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 7.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 11.6 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 12 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.2 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.8 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 31 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | -0.01 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.51 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.48 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | -0.01 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.52 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.49 |
| Average Attainment 8 score per girl | 40.7 |
| Average Attainment 8 score per girl for English element | 9.1 |
| Average Attainment 8 score per girl for mathematics element | 7.1 |
| Average Attainment 8 score per girl for EBacc element | 11.4 |
| Average Attainment 8 score per girl for open element | 13.1 |
| Average Attainment 8 score per girl - GCSE only | 12.2 |
| Average Attainment 8 score per girl - non-GCSE only | 0.9 |
| Number of girls included in Progress 8 measure | 85 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | -0.23 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.53 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.07 |
| Unadjusted Progress 8 measure - girls | -0.23 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.54 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.07 |
| Average Attainment 8 score per boy | 34.4 |
| Average Attainment 8 score per boy for English element | 7.5 |
| Average Attainment 8 score per boy for mathematics element | 7 |
| Average Attainment 8 score per boy for EBacc element | 10.1 |
| Average Attainment 8 score per boy for open element | 9.8 |
| Average Attainment 8 score per boy - GCSE only | 9.3 |
| Average Attainment 8 score per boy - non-GCSE only | 0.6 |
| Number of boys included in Progress 8 measure | 83 |
| Number of boys in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - boys | -0.67 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.97 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.37 |
| Unadjusted Progress 8 measure - boys | -0.69 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -1 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.38 |
| Average Attainment 8 score per non-mobile pupil | 37.6 |
| Average Attainment 8 score per non-mobile pupil for English element | 8.3 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 7.1 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 10.8 |
| Average Attainment 8 score per non-mobile pupil for open element | 11.5 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 10.7 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
| Number of non-mobile pupils included in Progress 8 measure | 165 |
| Number of non-mobile pupils in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.43 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.65 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.21 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.44 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.66 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.22 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
| EBacc entered % by low prior attainment | 14.80% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 3.70% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 1.90% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 53 |
| EBacc entered % by middle prior attainment | 54.60% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 21.60% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 7.20% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 9 |
| EBacc entered % by high prior attainment | 52.90% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 35.30% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 35.30% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 25.00% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 44.90% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 2.80% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 19.70% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 10.20% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.16 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.37 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.52 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.99 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.31 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.57 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.16 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.82 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.15 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.33 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.36 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.48 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.74 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.9 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.31 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.44 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.54 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.06 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.57 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.26 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.59 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.07 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.66 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.83 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -2.21 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.41 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.89 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.66 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.02 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.16 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.22 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.54 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.95 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -2.69 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.31 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.12 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.14 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.76 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.42 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.71 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.02 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.98 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.48 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.95 |
| % of boys with entries in all English Baccalaureate subject areas | 35.90% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 15.20% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 6.50% |
| % of girls with entries in all English Baccalaureate subject areas | 46.20% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 17.60% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 9.90% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 41.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 16.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 8.40% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 42.10% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 18.40% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 15.80% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 45.40% |
| % of pupils achieving any qualifications | 95.10% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 25.00% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 54.40% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 8 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 14.80% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 58 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 59.80% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 15 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 88.20% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 45.70% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 51.60% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 47.40% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 48.60% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 5.60% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 24.50% |
| 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 | 3.70% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 22 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 22.70% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 9 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 52.90% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 18.50% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 23.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 28.90% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 20.70% |
| % of pupils entering more than one language | 1.60% |
| % of pupils entering biology, chemistry and physics | 14.20% |
| Average number of KS4 entries per pupil | 8.2 |
| Average number of KS4 entries per pupil with low prior attainment | 7 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.8 |
| Average number of KS4 entries per pupil with high prior attainment | 9.1 |
| Average number of KS4 entries per disadvantaged pupil | 6.9 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.6 |
| Average number of GCSE entries per pupil | 7.8 |
| Average number of GCSE entries per pupil with low prior attainment | 6.5 |
| Average number of GCSE entries per pupil with middle prior attainment | 8.4 |
| Average number of GCSE entries per pupil with high prior attainment | 8.8 |
| Average number of GCSE entries per disadvantaged pupil | 6.6 |
| Average number of GCSE entries per non-disadvantaged pupil | 8.2 |
| Total volume of entries without discounting | 1530 |
| 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 | 163 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 150 |
| Apprenticeships (number of pupils) | 4 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 5 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 112 |
| Further education (number of pupils) | SUPP |
| School sixth form (number of pupils) | 66 |
| Sixth form college (number of pupils) | 0 |
| Other education destination (number of pupils) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 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) | 3% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 4% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 87% |
| Further education (percentage) | SUPP |
| School sixth form (percentage) | 51% |
| Sixth form college (percentage) | 0% |
| Other education destination (percentage) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
| Activity not captured (percentage) | SUPP |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 34 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 29 |
| Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 129 |
| Pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) staying in education or employment for at least two terms after key stage 4 (number of pupils) | 121 |
| Number of pupils completing key stage 4 in 2019/20 | 166 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 30 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 136 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
| Number of pupils completing key stage 4 in 2018/19 | 150 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 31 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 90% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 119 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -8 |
| Upper confidence limit on the progression score for the total cohort | 3 |
| Lower confidence limit on the progression score for the total cohort | -19 |
| Cohort size | 50 |
| Progressed | 66% |
| Apprenticeships | 0% |
| Higher Education | 66% |
| Top third | 22% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 50 |
| Progressed for academic/applied general cohort | 66% |
| Progression score for academic/applied general cohort | -8 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -19 |
| 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 | 43% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 43% |
| Top third for disadvantaged students | 0% |
| 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) | 64 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 60 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 35 |
| 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) | 34 |
| 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) | 23 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 4 |
| Activity not captured in data (All levels of study) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 94% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 3% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 55% |
| Further education (level 3 and below) (All levels of study) (percentage) | 2% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 53% |
| 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) | 36% |
| 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 9 |
| 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) | 7 |
| 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) | 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) | 0 |
| 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) | 78% |
| 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) | 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 55 |
| 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) | 28 |
| 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) | 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) | 0 |
| 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) | 51% |
| 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) | 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 58 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 55 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 34 |
| Further education (level 3 and below) (Level 3) (number of students) | 1 |
| Higher education (level 4 and above) (Level 3) (number of students) | 33 |
| 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) | 19 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 3 |
| Activity not captured in data (Level 3) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 95% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 59% |
| Further education (level 3 and below) (Level 3) (percentage) | 2% |
| Higher education (level 4 and above) (Level 3) (percentage) | 57% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 33% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 5% |
| Activity not captured in data (Level 3) (percentage) | 0% |
| 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) | 5 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
| Other education destinations (Level 2) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Activity not captured in data (Level 2) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
| Other education destinations (Level 2) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Activity not captured in data (Level 2) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -8 |
| Upper confidence limit on the progression score for the total cohort | 3 |
| Lower confidence limit on the progression score for the total cohort | -19 |
| Cohort size | 50 |
| Progressed | 66% |
| Apprenticeships | 0% |
| Higher Education | 66% |
| Top third | 22% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 50 |
| Progressed for academic/applied general cohort | 66% |
| Progression score for academic/applied general cohort | -8 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -19 |
| 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 | 43% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 43% |
| Top third for disadvantaged students | 0% |
| Higher technical for disadvantaged students | 0% |