Hessle High School and Penshurst Primary School
All-through Academy school in Hessle HU13 0JQ
All-through Academy school in Hessle HU13 0JQ
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1884 |
| Number of girls on roll | 925 |
| Number of boys on roll | 959 |
| Percentage of girls on roll | 49.1 |
| Percentage of boys on roll | 50.9 |
| Number of eligible pupils with an EHC plan | 64 |
| Percentage of eligible pupils with an EHC plan | 3.4 |
| Number of eligible pupils with SEN support | 213 |
| Percentage of eligible pupils with SEN support | 11.3 |
| No. pupils where English not first language | 148 |
| No. pupils with English first language | 1736 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 7.9 |
| % pupils with English first language | 92.1 |
| No. pupils eligible for free school meals | 440 |
| Number of pupils eligible for FSM at any time during the past 6 years | 435 |
| Total pupils for FSMEver | 1683 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 25.8 |
| Alphabetic index | 11986 |
|---|---|
| School address (1) | Tranby House |
| School address (2) | Heads Lane |
| School town | Hessle |
| School postcode | HU13 0JQ |
| School telephone number | 1482648604 |
| School parliamentary constituency code | E14001315 |
| School parliamentary constituency name | Kingston upon Hull West and Haltemprice |
| Converter academy: URN | 0 |
| Religious denomination | Does not apply |
| Age range | 3-19 |
| School published in secondary school (key stage 4) performance tables | 0 |
| School published in school and college (key stage 5) performance tables | 0 |
| Total number of pupils (including part-time pupils) | 1884 |
| Number of pupils aged 11 | 70 |
| Published eligible pupil number | 70 |
| Eligible boys on school roll at time of tests | 38 |
| Eligible girls on school roll at time of tests | 32 |
| Percentage of eligible boys on school roll at time of tests | 54% |
| Percentage of eligible girls on school roll at time of tests | 46% |
| 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) | 22 |
| Percentage of key stage 2 disadvantaged pupils | 31% |
| Number of key stage 2 pupils who are not disadvantaged | 48 |
| Percentage of key stage 2 pupils who are not disadvantaged | 69% |
| Number of eligible pupils with English as additional language (EAL) | 3 |
| Percentage of eligible pupils with English as additional language (EAL) | 4% |
| Number of eligible pupils classified as non-mobile | 66 |
| Percentage of eligible pupils classified as non-mobile | 94% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 51% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
| Percentage of pupils reaching the expected standard in reading | 66% |
| Percentage of pupils achieving a high score in reading | 16% |
| Percentage of pupils absent from or not able to access the test in reading | 3% |
| Average scaled score in reading | 103 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 70% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 20% |
| Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 1% |
| Average scaled score in grammar, punctuation and spelling | 104 |
| Percentage of pupils reaching the expected standard in maths | 73% |
| Percentage of pupils achieving a high score in maths | 21% |
| Percentage of pupils absent from or not able to access the test in maths | 1% |
| Average scaled score in maths | 104 |
| Percentage of pupils reaching the expected standard in writing | 59% |
| Percentage of pupils working at greater depth within the expected standard in writing | 6% |
| Percentage of pupils working towards the expected standard in writing | 41% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 80% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 47% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 56% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 18% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 67% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -49 |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | SUPP |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 53% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 3% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 3% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 5% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 2% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -5 |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
| Average scaled score in reading for boys | 103 |
| Average scaled score in reading for girls | 104 |
| Average scaled score in reading for disadvantaged pupils | 100 |
| Average scaled score in reading for non-disadvantaged pupils | 105 |
| Average scaled score in reading for EAL pupils | SUPP |
| Average scaled score in reading for MOBN pupils | 104 |
| Average scaled score in maths for boys | 104 |
| Average scaled score in maths for girls | 104 |
| Average scaled score in maths for disadvantaged pupils | 99 |
| Average scaled score in maths for non-disadvantaged pupils | 106 |
| Average scaled score in maths for EAL pupils | SUPP |
| Average scaled score in maths for MOBN pupils | 105 |
| Average scaled score in GPS for boys | 103 |
| Average scaled score in GPS for girls | 104 |
| Average scaled score in GPS for disadvantaged pupils | 100 |
| Average scaled score in GPS for non-disadvantaged pupils | 105 |
| Average scaled score in GPS for EAL pupils | SUPP |
| Average scaled score in GPS for MOBN pupils | 104 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | 41% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | 77% |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 50% |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 79% |
| Percentage of disadvantaged pupils reaching the expected standard in maths | 50% |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | 83% |
| Percentage of disadvantaged pupils reaching the expected standard in writing | 27% |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | 73% |
| Percentage of disadvantaged pupils achieving a high score in reading | 9% |
| Percentage of non-disadvantaged pupils achieving a high score in reading | 19% |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 9% |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 25% |
| Percentage of disadvantaged pupils achieving a high score in maths | 9% |
| Percentage of non-disadvantaged pupils achieving a high score in maths | 27% |
| Percentage of disadvantaged pupils working at greater depth in writing | 5% |
| Percentage of non-disadvantaged pupils working at greater depth in writing | 6% |
| Number of eligible pupils with English as first language | 67 |
| Percentage of eligible pupils with English as first language | 96% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0% |
| Number of eligible pupils with EHC plan | 5 |
| Percentage of eligible pupils with EHC plan | 7% |
| Number of eligible pupils with SEN support | 12 |
| Percentage of eligible pupils with SEN support | 17% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 17 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 24% |
| Number of eligible pupils 2023 | 68 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 32% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 68% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 43% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 4% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 36% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 5% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 46% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 4% |
| Reading progress measure - one year prior | -3.5 |
| Reading progress measure - lower confidence limit - one year prior | -5 |
| Reading progress measure - upper confidence limit - one year prior | -1.9 |
| Writing progress measure - one year prior | -1.8 |
| Writing progress measure - lower confidence limit - one year prior | -3.2 |
| Writing progress measure - upper confidence limit - one year prior | -0.3 |
| Maths progress measure - one year prior | -4.5 |
| Maths progress measure - lower confidence limit - one year prior | -5.9 |
| Maths progress measure - upper confidence limit - one year prior | -3.1 |
| Average scaled score in reading - one year prior | 101 |
| Average scaled score in maths - one year prior | 100 |
| School address (1) | Tranby House |
|---|---|
| School address (2) | Heads Lane |
| School town | Hessle |
| School postcode | HU13 0JQ |
| School telephone number | 01482648604 |
| School parliamentary constituency code | E14001315 |
| School parliamentary constituency name | Kingston upon Hull West and Haltemprice |
| Religious denomination | Does not apply |
| Age range | 3-19 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 1884 |
| Total boys on roll (including part-time pupils) | 959 |
| Total girls on roll (including part-time pupils) | 925 |
| Number of pupils at the end of key stage 4 | 240 |
| Number of boys at the end of key stage 4 | 127 |
| % of pupils at the end of key stage 4 who are boys | 52.90% |
| Number of girls at the end of key stage 4 | 113 |
| % of pupils at the end key stage 4 who are girls | 47.10% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.4 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 47 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 19.90% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 116 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 49.20% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 73 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 30.90% |
| 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) | 63 |
| Percentage of key stage 2 disadvantaged pupils | 26.30% |
| Number of key stage 2 pupils who are not disadvantaged | 177 |
| Percentage of key stage 2 pupils who are not disadvantaged | 73.80% |
| Number of eligible pupils with English as additional language (EAL) | 16 |
| Percentage of eligible pupils with English as additional language (EAL) | 6.70% |
| Number of eligible pupils with English as first language | 223 |
| Percentage of eligible pupils with English as first language | 92.90% |
| Number of eligible pupils with unclassified language | 1 |
| Percentage of eligible pupils with unclassified language | 0.40% |
| Number of pupils at the end of key stage 4 who are non-mobile | 231 |
| % of pupils at the end of key stage 4 who are non-mobile | 96.30% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 8 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.30% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 33 |
| % 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 | 13.80% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 25 |
| % 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 | 10295.8 |
| Average Attainment 8 score per pupil | 42.9 |
| Total sum of Attainment 8 scores for English element | 2186 |
| Average Attainment 8 score per pupil for English element | 9.1 |
| Total sum of Attainment 8 scores for mathematics element | 2080 |
| Average Attainment 8 score per pupil for mathematics element | 8.7 |
| Total sum of Attainment 8 scores for EBacc element | 3054.5 |
| Average Attainment 8 score per pupil for EBacc element | 12.7 |
| Total sum of Attainment 8 scores for open element | 2975.3 |
| Average Attainment 8 score per pupil for open element | 12.4 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2696 |
| Average Attainment 8 score per pupil for open element - GCSE only | 11.2 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 279.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 1.2 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.6 |
| Number of pupils included in Progress 8 measure | 236 |
| Number of pupils who have had P8 score adjusted in average | 5 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 98% |
| Progress 8 measure after adjustment for extreme scores | -0.6 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.79 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.42 |
| Progress 8 measure based on unadjusted pupil scores | -0.62 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.8 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.43 |
| Progress 8 measure for English element | -0.69 |
| Lower 95% confidence interval for Progress 8 English element | -0.89 |
| Upper 95% confidence interval for Progress 8 English element | -0.48 |
| Progress 8 measure for mathematics element | -0.53 |
| Lower 95% confidence interval for Progress 8 maths element | -0.72 |
| Upper 95% confidence interval for Progress 8 maths element | -0.34 |
| Progress 8 measure for EBacc element | -0.55 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.76 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.34 |
| Progress 8 measure for open element | -0.69 |
| Lower 95% confidence interval for Progress 8 open element | -0.9 |
| Upper 95% confidence interval for Progress 8 open element | -0.49 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 60.80% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 39.60% |
| Total EBacc APS score per pupil | 950.49 |
| Average EBacc APS score per pupil | 3.96 |
| Average EBacc APS score per disadvantaged pupil | 3.15 |
| Average EBacc APS score per non-disadvantaged pupil | 4.25 |
| Average EBacc APS score per pupil with low prior attainment | 1.7 |
| Average EBacc APS score per pupil with middle prior attainment | 3.86 |
| Average EBacc APS score per pupil with high prior attainment | 5.58 |
| Average EBacc APS score per pupil for whom English is an additional language | 5.43 |
| Average EBacc APS score per girl | 4.26 |
| Average EBacc APS score per boy | 3.69 |
| Average EBacc APS score per non-mobile pupil | 4.04 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 140 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 58.30% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 30.40% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 16.30% |
| Number of pupils entering the English Baccalaureate English subject area | 224 |
| % of pupils entering the English Baccalaureate English subject area | 93.30% |
| Number of pupils entering the English Baccalaureate Maths subject area | 230 |
| % of pupils entering the English Baccalaureate Maths subject area | 95.80% |
| Number of pupils entering the English Baccalaureate Science subject area | 226 |
| % of pupils entering the English Baccalaureate Science subject area | 94.20% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 196 |
| % of pupils entering the English Baccalaureate Humanities subject area | 81.70% |
| Number of pupils entering the English Baccalaureate Language subject area | 141 |
| % of pupils entering the English Baccalaureate Language subject area | 58.80% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 70.80% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 53.30% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 65.40% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 46.70% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 65.50% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 44.70% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 64.80% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 50.50% |
| % 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 | 34.80% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 222 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 193 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 140 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 99% |
| English Baccalaureate Science Value Added measure | -0.36 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.56 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.17 |
| EBacc Humanities VA measure | -0.53 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.78 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.28 |
| English Baccalaureate Languages Value Added measure | -1.08 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -1.4 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -0.75 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 170 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 128 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 157 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 112 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 148 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 101 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 127 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 99 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 80 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 49 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 139 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 57.90% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 222 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 92.50% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 228 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.00% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 224 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.10% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 193 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.50% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 140 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.30% |
| Average Attainment 8 score per disadvantaged pupil | 33.7 |
| Number of disadvantaged pupils in Progress 8 measure | 61 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - disadvantaged pupils | -1.15 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.51 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.8 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -1.16 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.52 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.8 |
| Average Attainment 8 score per non-disadvantaged pupil | 46.2 |
| Number of non-disadvantaged pupils in Progress 8 measure | 175 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.41 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.62 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.2 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.43 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.64 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.21 |
| Average Attainment 8 score per disadvantaged pupil for English element | 7.3 |
| Progress 8 measure for English element - disadvantaged pupils | -1.25 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.66 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.85 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 7 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.94 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.32 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.57 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.2 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.98 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.39 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.57 |
| Average Attainment 8 score per disadvantaged pupil for open element | 9.1 |
| Progress 8 measure for open element - disadvantaged pupils | -1.43 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.83 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.02 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 9.8 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.49 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.73 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.25 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.2 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.38 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.61 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.16 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.6 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.4 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.64 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.16 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13.6 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.44 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.68 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.2 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.1 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.4 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.2 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -16.3 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.31 |
| Average Attainment 8 score per pupil with low prior attainment | 20.8 |
| Number of pupils with low prior attainment included in Progress 8 measure | 47 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.65 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.05 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.24 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.65 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.06 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.23 |
| Average Attainment 8 score per pupil with middle prior attainment | 42.1 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 116 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 4 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.51 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.77 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.25 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.52 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.78 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.26 |
| Average Attainment 8 score per pupil with high prior attainment | 58.4 |
| Number of pupils with high prior attainment included in Progress 8 measure | 73 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.73 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.05 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.4 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.75 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.08 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.42 |
| Average Attainment 8 score per pupil for whom English is an additional language | 55 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.6 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 18.2 |
| 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 | 13.5 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.2 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 16 |
| 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 | 0.6 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.09 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.29 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.6 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.11 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.31 |
| Average Attainment 8 score per girl | 46.4 |
| Average Attainment 8 score per girl for English element | 10.1 |
| Average Attainment 8 score per girl for mathematics element | 8.7 |
| Average Attainment 8 score per girl for EBacc element | 13.6 |
| Average Attainment 8 score per girl for open element | 14 |
| Average Attainment 8 score per girl - GCSE only | 12.7 |
| Average Attainment 8 score per girl - non-GCSE only | 1.3 |
| Number of girls included in Progress 8 measure | 110 |
| Number of girls in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - girls | -0.44 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.71 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -0.18 |
| Unadjusted Progress 8 measure - girls | -0.45 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.71 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -0.18 |
| Average Attainment 8 score per boy | 39.8 |
| Average Attainment 8 score per boy for English element | 8.2 |
| Average Attainment 8 score per boy for mathematics element | 8.7 |
| Average Attainment 8 score per boy for EBacc element | 12 |
| Average Attainment 8 score per boy for open element | 11 |
| Average Attainment 8 score per boy - GCSE only | 9.9 |
| Average Attainment 8 score per boy - non-GCSE only | 1 |
| Number of boys included in Progress 8 measure | 126 |
| Number of boys in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - boys | -0.75 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -1 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.5 |
| Unadjusted Progress 8 measure - boys | -0.77 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -1.02 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.51 |
| Average Attainment 8 score per non-mobile pupil | 43.7 |
| Average Attainment 8 score per non-mobile pupil for English element | 9.3 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 8.8 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 13 |
| Average Attainment 8 score per non-mobile pupil for open element | 12.7 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 11.5 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.2 |
| Number of non-mobile pupils included in Progress 8 measure | 229 |
| Number of non-mobile pupils in progress measure with adjusted scores | 4 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.55 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.73 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.37 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.56 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.75 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.37 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 0 |
| EBacc entered % by low prior attainment | 0.00% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 70 |
| EBacc entered % by middle prior attainment | 60.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 22.40% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 8.60% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 69 |
| EBacc entered % by high prior attainment | 94.50% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 63.00% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 39.70% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 42.90% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 63.80% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 20.60% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 9.50% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 33.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 18.60% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.33 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.19 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.65 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.63 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.28 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.18 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.41 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.9 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.95 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.41 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.77 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.49 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.25 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.04 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.25 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.02 |
| 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 | -0.5 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.13 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.79 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.08 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.46 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.32 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.99 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.42 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.48 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.12 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.69 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.94 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.58 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.06 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.75 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.49 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.31 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.5 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.01 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.68 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.4 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.31 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.22 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.03 |
| 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 | 54.30% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 21.30% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 11.80% |
| % of girls with entries in all English Baccalaureate subject areas | 62.80% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 40.70% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 21.20% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 60.60% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 31.60% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 16.90% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 81.30% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 56.30% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 31.30% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 57.10% |
| % of pupils achieving any qualifications | 95.80% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 49.20% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 65.00% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 14.90% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 74 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 63.80% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 63 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 86.30% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 57.50% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 64.60% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 81.30% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 63.20% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 28.60% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 43.50% |
| 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 | 4.30% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 37 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 31.90% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 54 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 74.00% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 33.10% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 46.90% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 56.30% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 41.10% |
| % of pupils entering more than one language | 4.60% |
| % of pupils entering biology, chemistry and physics | 12.90% |
| Average number of KS4 entries per pupil | 7.3 |
| Average number of KS4 entries per pupil with low prior attainment | 5.1 |
| Average number of KS4 entries per pupil with middle prior attainment | 7.3 |
| Average number of KS4 entries per pupil with high prior attainment | 8.7 |
| Average number of KS4 entries per disadvantaged pupil | 6.4 |
| Average number of KS4 entries per non-disadvantaged pupil | 7.6 |
| Average number of GCSE entries per pupil | 7 |
| Average number of GCSE entries per pupil with low prior attainment | 4.6 |
| Average number of GCSE entries per pupil with middle prior attainment | 7 |
| Average number of GCSE entries per pupil with high prior attainment | 8.5 |
| Average number of GCSE entries per disadvantaged pupil | 6.1 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.3 |
| Total volume of entries without discounting | 1771 |
| 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 | Well below average |
| Number of pupils completing key stage 4 in 2020/21 | 175 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 162 |
| Apprenticeships (number of pupils) | 7 |
| 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) | 115 |
| Further education (number of pupils) | 32 |
| School sixth form (number of pupils) | 61 |
| Sixth form college (number of pupils) | 22 |
| 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) | SUPP |
| Activity not captured (number of pupils) | SUPP |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
| Apprenticeships (percentage) | 5% |
| 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) | 88% |
| Further education (percentage) | 24% |
| School sixth form (percentage) | 47% |
| Sixth form college (percentage) | 17% |
| Other education destination (percentage) | 0% |
| 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 | 44 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 35 |
| 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 | 131 |
| 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) | 127 |
| Number of pupils completing key stage 4 in 2019/20 | 179 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 53 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 126 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
| Number of pupils completing key stage 4 in 2018/19 | 170 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 44 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 126 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 1 |
| Upper confidence limit on the progression score for the total cohort | 13 |
| Lower confidence limit on the progression score for the total cohort | -11 |
| Cohort size | 47 |
| Progressed | 81% |
| Apprenticeships | 2% |
| Higher Education | 79% |
| Top third | 17% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 47 |
| Progressed for academic/applied general cohort | 81% |
| Progression score for academic/applied general cohort | 1 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 12 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -10 |
| 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 | 100% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| 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) | 50 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 46 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 4 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 29 |
| Further education (level 3 and below) (All levels of study) (number of students) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 29 |
| 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) | 13 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 1 |
| 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) | 92% |
| 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) | 58% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 58% |
| 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) | 26% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 2% |
| Activity not captured in data (All levels of study) (percentage) | 6% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 47 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 48 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 46 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 29 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 29 |
| 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) | 13 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 0 |
| Activity not captured in data (Level 3) (number of students) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 96% |
| 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) | 60% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 60% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 27% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 0% |
| Activity not captured in data (Level 3) (percentage) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 2 |
| 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 | 1 |
| Upper confidence limit on the progression score for the total cohort | 13 |
| Lower confidence limit on the progression score for the total cohort | -11 |
| Cohort size | 47 |
| Progressed | 81% |
| Apprenticeships | 2% |
| Higher Education | 79% |
| Top third | 17% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 47 |
| Progressed for academic/applied general cohort | 81% |
| Progression score for academic/applied general cohort | 1 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 12 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -10 |
| 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 | 100% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | 0% |