The Crompton House Church of England Academy
Secondary Academy school in Oldham OL2 7HS
Secondary Academy school in Oldham OL2 7HS
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1884 |
| Number of girls on roll | 974 |
| Number of boys on roll | 910 |
| Percentage of girls on roll | 51.7 |
| Percentage of boys on roll | 48.3 |
| Number of eligible pupils with an EHC plan | 60 |
| Percentage of eligible pupils with an EHC plan | 3.2 |
| Number of eligible pupils with SEN support | 120 |
| Percentage of eligible pupils with SEN support | 6.4 |
| No. pupils where English not first language | 85 |
| No. pupils with English first language | 1776 |
| No. pupils where first language is unclassified | 23 |
| % pupils where English not first language | 4.5 |
| % pupils with English first language | 94.3 |
| No. pupils eligible for free school meals | 286 |
| Number of pupils eligible for FSM at any time during the past 6 years | 294 |
| Total pupils for FSMEver | 1614 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 18.2 |
| School address (1) | Rochdale Road |
|---|---|
| School address (2) | Shaw |
| School town | Oldham |
| School postcode | OL2 7HS |
| School telephone number | 01706847451 |
| School parliamentary constituency code | E14001415 |
| School parliamentary constituency name | Oldham East and Saddleworth |
| 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 | 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) | 1884 |
| Total boys on roll (including part-time pupils) | 910 |
| Total girls on roll (including part-time pupils) | 974 |
| Number of pupils at the end of key stage 4 | 325 |
| Number of boys at the end of key stage 4 | 164 |
| % of pupils at the end of key stage 4 who are boys | 50.50% |
| Number of girls at the end of key stage 4 | 161 |
| % of pupils at the end key stage 4 who are girls | 49.50% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.5 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 48 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 15.00% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 194 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 60.40% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 79 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 24.60% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 55 |
| Percentage of key stage 2 disadvantaged pupils | 16.90% |
| Number of key stage 2 pupils who are not disadvantaged | 270 |
| Percentage of key stage 2 pupils who are not disadvantaged | 83.10% |
| Number of eligible pupils with English as additional language (EAL) | 11 |
| Percentage of eligible pupils with English as additional language (EAL) | 3.40% |
| Number of eligible pupils with English as first language | 312 |
| Percentage of eligible pupils with English as first language | 96.00% |
| Number of eligible pupils with unclassified language | 2 |
| Percentage of eligible pupils with unclassified language | 0.60% |
| Number of pupils at the end of key stage 4 who are non-mobile | 323 |
| % of pupils at the end of key stage 4 who are non-mobile | 99.40% |
| 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 | 3.10% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 41 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 12.60% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 31 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 9.50% |
| Total sum of Attainment 8 scores | 15791.3 |
| Average Attainment 8 score per pupil | 48.6 |
| Total sum of Attainment 8 scores for English element | 3310 |
| Average Attainment 8 score per pupil for English element | 10.2 |
| Total sum of Attainment 8 scores for mathematics element | 3128 |
| Average Attainment 8 score per pupil for mathematics element | 9.6 |
| Total sum of Attainment 8 scores for EBacc element | 4585 |
| Average Attainment 8 score per pupil for EBacc element | 14.1 |
| Total sum of Attainment 8 scores for open element | 4768.3 |
| Average Attainment 8 score per pupil for open element | 14.7 |
| Total sum of Attainment 8 scores for open element - GCSE only | 4524.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 13.9 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 243.8 |
| 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 | 2.9 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
| Number of pupils included in Progress 8 measure | 321 |
| Number of pupils who have had P8 score adjusted in average | 4 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 99% |
| Progress 8 measure after adjustment for extreme scores | -0.02 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.18 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.13 |
| Progress 8 measure based on unadjusted pupil scores | -0.03 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.19 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.13 |
| Progress 8 measure for English element | -0.13 |
| Lower 95% confidence interval for Progress 8 English element | -0.31 |
| Upper 95% confidence interval for Progress 8 English element | 0.04 |
| Progress 8 measure for mathematics element | -0.04 |
| Lower 95% confidence interval for Progress 8 maths element | -0.21 |
| Upper 95% confidence interval for Progress 8 maths element | 0.12 |
| Progress 8 measure for EBacc element | -0.06 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.24 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.12 |
| Progress 8 measure for open element | 0.09 |
| Lower 95% confidence interval for Progress 8 open element | -0.09 |
| Upper 95% confidence interval for Progress 8 open element | 0.26 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 72.60% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 53.20% |
| Total EBacc APS score per pupil | 1444.46 |
| Average EBacc APS score per pupil | 4.44 |
| Average EBacc APS score per disadvantaged pupil | 3.53 |
| Average EBacc APS score per non-disadvantaged pupil | 4.63 |
| Average EBacc APS score per pupil with low prior attainment | 2.6 |
| Average EBacc APS score per pupil with middle prior attainment | 4.2 |
| Average EBacc APS score per pupil with high prior attainment | 6.18 |
| Average EBacc APS score per pupil for whom English is an additional language | 5.35 |
| Average EBacc APS score per girl | 4.48 |
| Average EBacc APS score per boy | 4.41 |
| Average EBacc APS score per non-mobile pupil | 4.44 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 202 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 62.20% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 47.10% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 29.20% |
| Number of pupils entering the English Baccalaureate English subject area | 319 |
| % of pupils entering the English Baccalaureate English subject area | 98.20% |
| Number of pupils entering the English Baccalaureate Maths subject area | 322 |
| % of pupils entering the English Baccalaureate Maths subject area | 99.10% |
| Number of pupils entering the English Baccalaureate Science subject area | 319 |
| % of pupils entering the English Baccalaureate Science subject area | 98.20% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 303 |
| % of pupils entering the English Baccalaureate Humanities subject area | 93.20% |
| Number of pupils entering the English Baccalaureate Language subject area | 206 |
| % of pupils entering the English Baccalaureate Language subject area | 63.40% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 82.50% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 65.20% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 76.90% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 62.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 69.30% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 45.80% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 69.60% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 51.50% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 87.40% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 70.40% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 315 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 99% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 300 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 99% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 205 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
| English Baccalaureate Science Value Added measure | -0.14 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.3 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.02 |
| EBacc Humanities VA measure | -0.15 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.35 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.05 |
| English Baccalaureate Languages Value Added measure | 0.08 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.19 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.35 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 268 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 212 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 250 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 202 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 221 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 146 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 211 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 156 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 180 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 145 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 202 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 62.20% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 319 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 98.20% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 321 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.80% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 317 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.40% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 298 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.30% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 206 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 39.5 |
| Number of disadvantaged pupils in Progress 8 measure | 53 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.38 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.76 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.41 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.8 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.02 |
| Average Attainment 8 score per non-disadvantaged pupil | 50.4 |
| Number of non-disadvantaged pupils in Progress 8 measure | 268 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.05 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.12 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.22 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.05 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.12 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.22 |
| Average Attainment 8 score per disadvantaged pupil for English element | 8.6 |
| Progress 8 measure for English element - disadvantaged pupils | -0.41 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.85 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.02 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.6 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.5 |
| 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 | -0.1 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.5 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.35 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.79 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.09 |
| Average Attainment 8 score per disadvantaged pupil for open element | 11.8 |
| Progress 8 measure for open element - disadvantaged pupils | -0.4 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.84 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.03 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 10.5 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.08 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.27 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.12 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.05 |
| 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 | 0.22 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14.6 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.2 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.19 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 15.3 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.18 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.01 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.38 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 10.7 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.6 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.7 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -10.5 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.54 |
| Average Attainment 8 score per pupil with low prior attainment | 31.7 |
| Number of pupils with low prior attainment included in Progress 8 measure | 48 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.4 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.8 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.4 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.81 |
| Average Attainment 8 score per pupil with middle prior attainment | 46.4 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 194 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.07 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.27 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.13 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.07 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.27 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.13 |
| Average Attainment 8 score per pupil with high prior attainment | 64.2 |
| Number of pupils with high prior attainment included in Progress 8 measure | 79 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.16 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.48 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.15 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.18 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.5 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.14 |
| Average Attainment 8 score per pupil for whom English is an additional language | 55.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 17.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 15.7 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 15.3 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.4 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 11 |
| 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 | 0.63 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.2 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.47 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.63 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.22 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.49 |
| Average Attainment 8 score per girl | 49.4 |
| Average Attainment 8 score per girl for English element | 10.6 |
| Average Attainment 8 score per girl for mathematics element | 9.3 |
| Average Attainment 8 score per girl for EBacc element | 14 |
| Average Attainment 8 score per girl for open element | 15.5 |
| Average Attainment 8 score per girl - GCSE only | 15 |
| Average Attainment 8 score per girl - non-GCSE only | 0.5 |
| Number of girls included in Progress 8 measure | 159 |
| Number of girls in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - girls | 0.15 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.07 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.37 |
| Unadjusted Progress 8 measure - girls | 0.14 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.08 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.37 |
| Average Attainment 8 score per boy | 47.8 |
| Average Attainment 8 score per boy for English element | 9.7 |
| Average Attainment 8 score per boy for mathematics element | 10 |
| Average Attainment 8 score per boy for EBacc element | 14.2 |
| Average Attainment 8 score per boy for open element | 13.9 |
| Average Attainment 8 score per boy - GCSE only | 12.9 |
| Average Attainment 8 score per boy - non-GCSE only | 1 |
| Number of boys included in Progress 8 measure | 162 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | -0.19 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.41 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.02 |
| Unadjusted Progress 8 measure - boys | -0.2 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.42 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.03 |
| Average Attainment 8 score per non-mobile pupil | 48.5 |
| Average Attainment 8 score per non-mobile pupil for English element | 10.2 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 9.6 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 14.1 |
| Average Attainment 8 score per non-mobile pupil for open element | 14.7 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 13.9 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
| Number of non-mobile pupils included in Progress 8 measure | 321 |
| Number of non-mobile pupils in progress measure with adjusted scores | 4 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.02 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.18 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.13 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.03 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.19 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.13 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
| EBacc entered % by low prior attainment | 16.70% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.10% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 2.10% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 122 |
| EBacc entered % by middle prior attainment | 62.90% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 43.30% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 18.60% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 71 |
| EBacc entered % by high prior attainment | 89.90% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 84.80% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 73.40% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 41.80% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 66.30% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 25.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 14.50% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 51.50% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 32.20% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.24 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.24 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.13 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.3 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.11 |
| 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 | -0.15 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.29 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.37 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.11 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.93 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.14 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.15 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.1 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.08 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.1 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.7 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.07 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.29 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.66 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.17 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.03 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.45 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.2 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.45 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.16 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.89 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.11 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.33 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.72 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.41 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.1 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.41 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.11 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.68 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.87 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.67 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.36 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.21 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.14 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.28 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.48 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.2 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.31 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.61 |
| % of boys with entries in all English Baccalaureate subject areas | 57.30% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 44.50% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 28.00% |
| % of girls with entries in all English Baccalaureate subject areas | 67.10% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 49.70% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 30.40% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 62.50% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 47.40% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 29.40% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 72.70% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 72.70% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 63.60% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 68.30% |
| % of pupils achieving any qualifications | 99.40% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 47.30% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 77.80% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 13 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 27.10% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 143 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 73.70% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 77 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.50% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 74.40% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 70.80% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 81.80% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 72.40% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 27.30% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 58.50% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 10.40% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 94 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 48.50% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 72 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 91.10% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 51.80% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 54.70% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 63.60% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 53.30% |
| % of pupils entering more than one language | 0.90% |
| % of pupils entering biology, chemistry and physics | 25.20% |
| Average number of KS4 entries per pupil | 8.9 |
| Average number of KS4 entries per pupil with low prior attainment | 7.8 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.9 |
| Average number of KS4 entries per pupil with high prior attainment | 9.4 |
| Average number of KS4 entries per disadvantaged pupil | 8.3 |
| Average number of KS4 entries per non-disadvantaged pupil | 9 |
| Average number of GCSE entries per pupil | 8.6 |
| Average number of GCSE entries per pupil with low prior attainment | 7.1 |
| Average number of GCSE entries per pupil with middle prior attainment | 8.6 |
| Average number of GCSE entries per pupil with high prior attainment | 9.3 |
| Average number of GCSE entries per disadvantaged pupil | 7.8 |
| Average number of GCSE entries per non-disadvantaged pupil | 8.7 |
| Total volume of entries without discounting | 2877 |
| Total volume of covid-impacted entries without discounting | 0 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Average |
| Number of pupils completing key stage 4 in 2020/21 | 227 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 221 |
| Apprenticeships (number of pupils) | 10 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 181 |
| Further education (number of pupils) | 52 |
| School sixth form (number of pupils) | 115 |
| Sixth form college (number of pupils) | 14 |
| Other education destination (number of pupils) | 0 |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 4 |
| Activity not captured (number of pupils) | 0 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 98% |
| Apprenticeships (percentage) | 5% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 90% |
| Further education (percentage) | 26% |
| School sixth form (percentage) | 57% |
| Sixth form college (percentage) | 7% |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
| Activity not captured (percentage) | 0% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 26 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 24 |
| 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 | 201 |
| 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) | 197 |
| Number of pupils completing key stage 4 in 2019/20 | 220 |
| 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 | 18 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 202 |
| 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 | 222 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 24 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 83% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 198 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 7 |
| Upper confidence limit on the progression score for the total cohort | 14 |
| Lower confidence limit on the progression score for the total cohort | 0 |
| Cohort size | 118 |
| Progressed | 81% |
| Apprenticeships | 5% |
| Higher Education | 75% |
| Top third | 20% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 118 |
| Progressed for academic/applied general cohort | 81% |
| Progression score for academic/applied general cohort | 7 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 14 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
| 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 | 64% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 64% |
| Top third for disadvantaged students | 14% |
| 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) | 134 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 122 |
| 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) | 85 |
| Further education (level 3 and below) (All levels of study) (number of students) | 2 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 81 |
| Other education destinations (All levels of study) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 26 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 9 |
| Activity not captured in data (All levels of study) (number of students) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 91% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 8% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 63% |
| Further education (level 3 and below) (All levels of study) (percentage) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 60% |
| Other education destinations (All levels of study) (percentage) | 1% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 19% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
| Activity not captured in data (All levels of study) (percentage) | 2% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 8 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 8 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 4 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 3 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 3 |
| 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) | 1 |
| 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) | 0 |
| 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) | 100% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 50% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 38% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | 38% |
| 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) | 13% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
| 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) | 126 |
| 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) | 114 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
| 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) | 82 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 78 |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
| 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) | 25 |
| 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) | 9 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 90% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 6% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 65% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 62% |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 20% |
| 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) | 7% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 134 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 122 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 11 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 85 |
| Further education (level 3 and below) (Level 3) (number of students) | 2 |
| Higher education (level 4 and above) (Level 3) (number of students) | 81 |
| Other education destinations (Level 3) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 26 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 9 |
| Activity not captured in data (Level 3) (number of students) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 91% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 8% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 63% |
| Further education (level 3 and below) (Level 3) (percentage) | 1% |
| Higher education (level 4 and above) (Level 3) (percentage) | 60% |
| Other education destinations (Level 3) (percentage) | 1% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 19% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
| Activity not captured in data (Level 3) (percentage) | 2% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 8 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 8 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 4 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 3 |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 3 |
| 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) | 1 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 100% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 50% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 38% |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 38% |
| 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) | 13% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 126 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 114 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 7 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 82 |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 78 |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 25 |
| 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) | 9 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 90% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 6% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 65% |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 2% |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 62% |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 2% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 20% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 7% |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 2% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
| Other education destinations (L1, entry level and other) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
| Other education destinations (L1, entry level and other) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
| 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) | NA |
| 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) | NA |
| 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) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| 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) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| 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) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 7 |
| Upper confidence limit on the progression score for the total cohort | 14 |
| Lower confidence limit on the progression score for the total cohort | 0 |
| Cohort size | 118 |
| Progressed | 81% |
| Apprenticeships | 5% |
| Higher Education | 75% |
| Top third | 20% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 118 |
| Progressed for academic/applied general cohort | 81% |
| Progression score for academic/applied general cohort | 7 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 14 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
| 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 | 64% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 64% |
| Top third for disadvantaged students | 14% |
| Higher technical for disadvantaged students | 0% |