For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1292 |
Number of girls on roll | 579 |
Number of boys on roll | 713 |
Percentage of girls on roll | 44.8 |
Percentage of boys on roll | 55.2 |
Number of eligible pupils with an EHC plan | 39 |
Percentage of eligible pupils with an EHC plan | 3 |
Number of eligible pupils with SEN support | 165 |
Percentage of eligible pupils with SEN support | 12.8 |
No. pupils where English not first language | 421 |
No. pupils with English first language | 864 |
No. pupils where first language is unclassified | 7 |
% pupils where English not first language | 32.6 |
% pupils with English first language | 66.9 |
No. pupils eligible for free school meals | 292 |
Number of pupils eligible for FSM at any time during the past 6 years | 254 |
Total pupils for FSMEver | 960 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 26.5 |
School address (1) | Royal Lane |
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School address (2) | Hillingdon |
School town | Uxbridge |
School postcode | UB8 3RF |
School telephone number | 01895233909 |
School parliamentary constituency code | E14001558 |
School parliamentary constituency name | Uxbridge and South Ruislip |
Religious denomination | None |
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) | 1292 |
Total boys on roll (including part-time pupils) | 713 |
Total girls on roll (including part-time pupils) | 579 |
Number of pupils at the end of key stage 4 | 184 |
Number of boys at the end of key stage 4 | 101 |
% of pupils at the end of key stage 4 who are boys | 54.90% |
Number of girls at the end of key stage 4 | 83 |
% of pupils at the end key stage 4 who are girls | 45.10% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.4 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 30 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 17.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 97 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56.70% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 44 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 25.70% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 45 |
Percentage of key stage 2 disadvantaged pupils | 24.50% |
Number of key stage 2 pupils who are not disadvantaged | 139 |
Percentage of key stage 2 pupils who are not disadvantaged | 75.50% |
Number of eligible pupils with English as additional language (EAL) | 61 |
Percentage of eligible pupils with English as additional language (EAL) | 33.20% |
Number of eligible pupils with English as first language | 120 |
Percentage of eligible pupils with English as first language | 65.20% |
Number of eligible pupils with unclassified language | 3 |
Percentage of eligible pupils with unclassified language | 1.60% |
Number of pupils at the end of key stage 4 who are non-mobile | 169 |
% of pupils at the end of key stage 4 who are non-mobile | 91.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.20% |
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 | 34 |
% 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 | 18.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 30 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 16.30% |
Total sum of Attainment 8 scores | 10794.5 |
Average Attainment 8 score per pupil | 58.7 |
Total sum of Attainment 8 scores for English element | 2300 |
Average Attainment 8 score per pupil for English element | 12.5 |
Total sum of Attainment 8 scores for mathematics element | 2132 |
Average Attainment 8 score per pupil for mathematics element | 11.6 |
Total sum of Attainment 8 scores for EBacc element | 3167 |
Average Attainment 8 score per pupil for EBacc element | 17.2 |
Total sum of Attainment 8 scores for open element | 3195.5 |
Average Attainment 8 score per pupil for open element | 17.4 |
Total sum of Attainment 8 scores for open element - GCSE only | 3002 |
Average Attainment 8 score per pupil for open element - GCSE only | 16.3 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 193.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.1 |
Average number of EBacc slots filled in Attainment 8 per pupil | 3 |
Average number of Open slots filled in Attainment 8 per pupil | 3 |
Number of pupils included in Progress 8 measure | 171 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 93% |
Progress 8 measure after adjustment for extreme scores | 1.06 |
Progress 8 lower 95% confidence interval for adjusted average | 0.84 |
Progress 8 upper 95% confidence interval for adjusted average | 1.27 |
Progress 8 measure based on unadjusted pupil scores | 1.06 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.84 |
Progress 8 upper 95% confidence interval for unadjusted average | 1.27 |
Progress 8 measure for English element | 1.1 |
Lower 95% confidence interval for Progress 8 English element | 0.86 |
Upper 95% confidence interval for Progress 8 English element | 1.34 |
Progress 8 measure for mathematics element | 1.02 |
Lower 95% confidence interval for Progress 8 maths element | 0.8 |
Upper 95% confidence interval for Progress 8 maths element | 1.25 |
Progress 8 measure for EBacc element | 1.03 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.78 |
Upper 95% confidence interval for Progress 8 EBacc element | 1.27 |
Progress 8 measure for open element | 1.07 |
Lower 95% confidence interval for Progress 8 open element | 0.83 |
Upper 95% confidence interval for Progress 8 open element | 1.32 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 88.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 73.40% |
Total EBacc APS score per pupil | 1027.85 |
Average EBacc APS score per pupil | 5.59 |
Average EBacc APS score per disadvantaged pupil | 5.04 |
Average EBacc APS score per non-disadvantaged pupil | 5.76 |
Average EBacc APS score per pupil with low prior attainment | 3.4 |
Average EBacc APS score per pupil with middle prior attainment | 5.59 |
Average EBacc APS score per pupil with high prior attainment | 7.33 |
Average EBacc APS score per pupil for whom English is an additional language | 5.86 |
Average EBacc APS score per girl | 5.66 |
Average EBacc APS score per boy | 5.53 |
Average EBacc APS score per non-mobile pupil | 5.66 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 162 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 88.00% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 69.00% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 49.50% |
Number of pupils entering the English Baccalaureate English subject area | 184 |
% of pupils entering the English Baccalaureate English subject area | 100.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 184 |
% of pupils entering the English Baccalaureate Maths subject area | 100.00% |
Number of pupils entering the English Baccalaureate Science subject area | 184 |
% of pupils entering the English Baccalaureate Science subject area | 100.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 183 |
% of pupils entering the English Baccalaureate Humanities subject area | 99.50% |
Number of pupils entering the English Baccalaureate Language subject area | 162 |
% of pupils entering the English Baccalaureate Language subject area | 88.00% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 95.10% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 87.00% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 89.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 75.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 78.80% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 63.60% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 80.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 68.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 93.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 81.50% |
Number of pupils included in English Baccalaureate Science Value Added measure | 171 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 170 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 93% |
Number of pupils included in English Baccalaureate Language Value Added measure | 155 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 96% |
English Baccalaureate Science Value Added measure | 0.62 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.4 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.84 |
EBacc Humanities VA measure | 0.94 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.67 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.2 |
English Baccalaureate Languages Value Added measure | 1.05 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.75 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.36 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 175 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 160 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 164 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 139 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 145 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 117 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 148 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 126 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 151 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 132 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 161 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 87.50% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 184 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 100.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 183 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.50% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 183 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.50% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 183 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 162 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 53.9 |
Number of disadvantaged pupils in Progress 8 measure | 45 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.8 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0.39 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.22 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.8 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0.38 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.22 |
Average Attainment 8 score per non-disadvantaged pupil | 60.2 |
Number of non-disadvantaged pupils in Progress 8 measure | 126 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 1.15 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.9 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.39 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 1.15 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.89 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.4 |
Average Attainment 8 score per disadvantaged pupil for English element | 11.7 |
Progress 8 measure for English element - disadvantaged pupils | 0.92 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.44 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 1.39 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 10.4 |
Progress 8 measure for maths element - disadvantaged pupils | 0.65 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.21 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 1.08 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 15.4 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.69 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.21 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 1.17 |
Average Attainment 8 score per disadvantaged pupil for open element | 16.4 |
Progress 8 measure for open element - disadvantaged pupils | 0.94 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.47 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.42 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 12.7 |
Progress 8 measure for English element - non-disadvantaged pupils | 1.17 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.89 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1.45 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12 |
Progress 8 measure for maths element - non-disadvantaged pupils | 1.16 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.9 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.42 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 17.8 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.15 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.86 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.43 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 17.7 |
Progress 8 measure for open element - non-disadvantaged pupils | 1.12 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.84 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.4 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 14.7 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 16.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.9 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 3.9 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.64 |
Average Attainment 8 score per pupil with low prior attainment | 38.2 |
Number of pupils with low prior attainment included in Progress 8 measure | 30 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 1.08 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.57 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.58 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 1.08 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.56 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.59 |
Average Attainment 8 score per pupil with middle prior attainment | 58.7 |
Number of pupils with middle prior attainment included in Progress 8 measure | 97 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 1.11 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.83 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.4 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 1.11 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.83 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.4 |
Average Attainment 8 score per pupil with high prior attainment | 74.4 |
Number of pupils with high prior attainment included in Progress 8 measure | 44 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.91 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.49 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.33 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.91 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.49 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.34 |
Average Attainment 8 score per pupil for whom English is an additional language | 60.8 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.6 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12.1 |
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 | 17.9 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 17.2 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.7 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 54 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 1.27 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.9 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.65 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.27 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.89 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.66 |
Average Attainment 8 score per girl | 60.2 |
Average Attainment 8 score per girl for English element | 13 |
Average Attainment 8 score per girl for mathematics element | 11.4 |
Average Attainment 8 score per girl for EBacc element | 17.4 |
Average Attainment 8 score per girl for open element | 18.3 |
Average Attainment 8 score per girl - GCSE only | 16.7 |
Average Attainment 8 score per girl - non-GCSE only | 1.7 |
Number of girls included in Progress 8 measure | 77 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 1.09 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.78 |
Adjusted Progress 8 upper 95% confidence interval - girls | 1.41 |
Unadjusted Progress 8 measure - girls | 1.09 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.77 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 1.42 |
Average Attainment 8 score per boy | 57.4 |
Average Attainment 8 score per boy for English element | 12.1 |
Average Attainment 8 score per boy for mathematics element | 11.7 |
Average Attainment 8 score per boy for EBacc element | 17.1 |
Average Attainment 8 score per boy for open element | 16.6 |
Average Attainment 8 score per boy - GCSE only | 16 |
Average Attainment 8 score per boy - non-GCSE only | 0.5 |
Number of boys included in Progress 8 measure | 94 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 1.02 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.74 |
Adjusted Progress 8 upper 95% confidence interval - boys | 1.31 |
Unadjusted Progress 8 measure - boys | 1.02 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.73 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 1.32 |
Average Attainment 8 score per non-mobile pupil | 59.2 |
Average Attainment 8 score per non-mobile pupil for English element | 12.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 11.7 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 17.3 |
Average Attainment 8 score per non-mobile pupil for open element | 17.5 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 16.4 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.1 |
Number of non-mobile pupils included in Progress 8 measure | 165 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 1.06 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.85 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.28 |
Unadjusted Progress 8 measure - non-mobile pupils | 1.06 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.84 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.28 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 18 |
EBacc entered % by low prior attainment | 60.00% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 13.30% |
EBacc achieved % by low prior attainment - with 9-5 passes | 10.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 93 |
EBacc entered % by middle prior attainment | 95.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 79.40% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 44.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 44 |
EBacc entered % by high prior attainment | 100.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 100.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 97.70% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 84.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 89.20% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 66.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 40.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 69.80% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 52.50% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.5 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.61 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.72 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.28 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.74 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.13 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.02 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.63 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.72 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.02 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.83 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.05 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.14 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.57 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.21 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.71 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.15 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.49 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.02 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.02 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.9 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.32 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.15 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.29 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 1.24 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.2 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.33 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.71 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.77 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.48 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.38 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.67 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.15 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.11 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.19 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.06 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.57 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.86 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.74 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.07 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.45 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.66 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.72 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.57 |
% of boys with entries in all English Baccalaureate subject areas | 89.10% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 68.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 47.50% |
% of girls with entries in all English Baccalaureate subject areas | 86.70% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 69.90% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 51.80% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 92.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 72.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 52.70% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 90.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 77.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 57.40% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 84.80% |
% of pupils achieving any qualifications | 100.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 84.40% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 89.90% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 15 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 50.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 94 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 96.90% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 44 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 87.10% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 90.40% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 90.20% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 89.90% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 62.20% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 77.00% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 7 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 23.30% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 77 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 79.40% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 44 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 100.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 74.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 72.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 73.80% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 74.00% |
% of pupils entering more than one language | 2.20% |
% of pupils entering biology, chemistry and physics | 28.80% |
Average number of KS4 entries per pupil | 8.3 |
Average number of KS4 entries per pupil with low prior attainment | 7.9 |
Average number of KS4 entries per pupil with middle prior attainment | 8.3 |
Average number of KS4 entries per pupil with high prior attainment | 8.7 |
Average number of KS4 entries per disadvantaged pupil | 8.2 |
Average number of KS4 entries per non-disadvantaged pupil | 8.3 |
Average number of GCSE entries per pupil | 8 |
Average number of GCSE entries per pupil with low prior attainment | 7.6 |
Average number of GCSE entries per pupil with middle prior attainment | 8 |
Average number of GCSE entries per pupil with high prior attainment | 8.6 |
Average number of GCSE entries per disadvantaged pupil | 7.9 |
Average number of GCSE entries per non-disadvantaged pupil | 8.1 |
Total volume of entries without discounting | 1521 |
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 above average |
Number of pupils completing key stage 4 in 2020/21 | 183 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 177 |
Apprenticeships (number of pupils) | 4 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 121 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 105 |
Sixth form college (number of pupils) | SUPP |
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) | 98% |
Apprenticeships (percentage) | 3% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 94% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 81% |
Sixth form college (percentage) | SUPP |
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 | 54 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 50 |
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 129 |
Pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) staying in education or employment for at least two terms after key stage 4 (number of pupils) | 127 |
Number of pupils completing key stage 4 in 2019/20 | 187 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 58 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 129 |
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 | 189 |
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 | 49 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 140 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 99% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 10 |
Upper confidence limit on the progression score for the total cohort | 16 |
Lower confidence limit on the progression score for the total cohort | 3 |
Cohort size | 152 |
Progressed | 86% |
Apprenticeships | 3% |
Higher Education | 83% |
Top third | 24% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 152 |
Progressed for academic/applied general cohort | 86% |
Progression score for academic/applied general cohort | 10 |
Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 3 |
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 | 83% |
Apprenticeships for disadvantaged students | 3% |
HE for disadvantaged students | 80% |
Top third for disadvantaged students | 13% |
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) | 187 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 168 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 133 |
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) | 132 |
Other education destinations (All levels of study) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 30 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 12 |
Activity not captured in data (All levels of study) (number of students) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 71% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 71% |
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) | 16% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 6% |
Activity not captured in data (All levels of study) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 37 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 32 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 28 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 3 |
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) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 3% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 76% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 8% |
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) | 150 |
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) | 136 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 4 |
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) | 105 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 27 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (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) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 70% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 18% |
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) | 183 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 165 |
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) | 133 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 132 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 28 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 11 |
Activity not captured in data (Level 3) (number of students) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 73% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 72% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 15% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
Activity not captured in data (Level 3) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 35 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 31 |
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) | 28 |
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) | 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) | 89% |
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) | 80% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
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) | 148 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 134 |
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) | 105 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 0 |
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) | 91% |
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) | 71% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 0% |
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) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 3 |
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 | 10 |
Upper confidence limit on the progression score for the total cohort | 16 |
Lower confidence limit on the progression score for the total cohort | 3 |
Cohort size | 152 |
Progressed | 86% |
Apprenticeships | 3% |
Higher Education | 83% |
Top third | 24% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 152 |
Progressed for academic/applied general cohort | 86% |
Progression score for academic/applied general cohort | 10 |
Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 3 |
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 | 83% |
Apprenticeships for disadvantaged students | 3% |
HE for disadvantaged students | 80% |
Top third for disadvantaged students | 13% |
Higher technical for disadvantaged students | 0% |