King James Academy Royston
All-through Academy school in Royston SG8 7JH
All-through Academy school in Royston SG8 7JH
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 957 |
| Number of girls on roll | 480 |
| Number of boys on roll | 477 |
| Percentage of girls on roll | 50.2 |
| Percentage of boys on roll | 49.8 |
| Number of eligible pupils with an EHC plan | 16 |
| Percentage of eligible pupils with an EHC plan | 1.7 |
| Number of eligible pupils with SEN support | 100 |
| Percentage of eligible pupils with SEN support | 10.4 |
| No. pupils where English not first language | 52 |
| No. pupils with English first language | 905 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 5.4 |
| % pupils with English first language | 94.6 |
| No. pupils eligible for free school meals | 168 |
| Number of pupils eligible for FSM at any time during the past 6 years | 172 |
| Total pupils for FSMEver | 930 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 18.5 |
| Alphabetic index | 14118 |
|---|---|
| School address (1) | Garden Walk |
| School town | Royston |
| School postcode | SG8 7JH |
| School telephone number | 1763242236 |
| School parliamentary constituency code | E14001393 |
| School parliamentary constituency name | North East Hertfordshire |
| Converter academy: URN | 0 |
| Religious denomination | Does not apply |
| Age range | 9-18 |
| 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) | 957 |
| Number of pupils aged 11 | 172 |
| Published eligible pupil number | 174 |
| Eligible boys on school roll at time of tests | 91 |
| Eligible girls on school roll at time of tests | 83 |
| Percentage of eligible boys on school roll at time of tests | 52% |
| Percentage of eligible girls on school roll at time of tests | 48% |
| 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) | 25 |
| Percentage of key stage 2 disadvantaged pupils | 14% |
| Number of key stage 2 pupils who are not disadvantaged | 149 |
| Percentage of key stage 2 pupils who are not disadvantaged | 86% |
| Number of eligible pupils with English as additional language (EAL) | 11 |
| Percentage of eligible pupils with English as additional language (EAL) | 6% |
| Number of eligible pupils classified as non-mobile | 163 |
| Percentage of eligible pupils classified as non-mobile | 94% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 56% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 8% |
| Percentage of pupils reaching the expected standard in reading | 69% |
| Percentage of pupils achieving a high score in reading | 24% |
| Percentage of pupils absent from or not able to access the test in reading | 2% |
| Average scaled score in reading | 104 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 66% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 26% |
| Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 2% |
| Average scaled score in grammar, punctuation and spelling | 104 |
| Percentage of pupils reaching the expected standard in maths | 63% |
| Percentage of pupils achieving a high score in maths | 18% |
| Percentage of pupils absent from or not able to access the test in maths | 2% |
| Average scaled score in maths | 101 |
| Percentage of pupils reaching the expected standard in writing | 70% |
| Percentage of pupils working at greater depth within the expected standard in writing | 18% |
| Percentage of pupils working towards the expected standard in writing | 26% |
| Percentage of pupils absent or disapplied in writing TA | 2% |
| Percentage of pupils reaching the expected standard in science TA | 78% |
| Percentage of pupils absent or disapplied in science TA | 2% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 53% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 59% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 24% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 61% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -43 |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 55% |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 59% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 7% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 10% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 9% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -10 |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 18% |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 9% |
| Average scaled score in reading for boys | 103 |
| Average scaled score in reading for girls | 104 |
| Average scaled score in reading for disadvantaged pupils | 97 |
| Average scaled score in reading for non-disadvantaged pupils | 104 |
| Average scaled score in reading for EAL pupils | 100 |
| Average scaled score in reading for MOBN pupils | 104 |
| Average scaled score in maths for boys | 102 |
| Average scaled score in maths for girls | 101 |
| Average scaled score in maths for disadvantaged pupils | 94 |
| Average scaled score in maths for non-disadvantaged pupils | 102 |
| Average scaled score in maths for EAL pupils | 100 |
| Average scaled score in maths for MOBN pupils | 102 |
| Average scaled score in GPS for boys | 103 |
| Average scaled score in GPS for girls | 104 |
| Average scaled score in GPS for disadvantaged pupils | 96 |
| Average scaled score in GPS for non-disadvantaged pupils | 105 |
| Average scaled score in GPS for EAL pupils | 104 |
| Average scaled score in GPS for MOBN pupils | 104 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | 36% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | 74% |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 32% |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 72% |
| Percentage of disadvantaged pupils reaching the expected standard in maths | 24% |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | 70% |
| Percentage of disadvantaged pupils reaching the expected standard in writing | 44% |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | 74% |
| Percentage of disadvantaged pupils achieving a high score in reading | 12% |
| Percentage of non-disadvantaged pupils achieving a high score in reading | 26% |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 4% |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 30% |
| Percentage of disadvantaged pupils achieving a high score in maths | 4% |
| Percentage of non-disadvantaged pupils achieving a high score in maths | 21% |
| Percentage of disadvantaged pupils working at greater depth in writing | 0% |
| Percentage of non-disadvantaged pupils working at greater depth in writing | 21% |
| Number of eligible pupils with English as first language | 163 |
| Percentage of eligible pupils with English as first language | 94% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0% |
| Number of eligible pupils with EHC plan | 3 |
| Percentage of eligible pupils with EHC plan | 2% |
| Number of eligible pupils with SEN support | 18 |
| Percentage of eligible pupils with SEN support | 10% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 21 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 12% |
| Number of eligible pupils 2023 | 180 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 22% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 78% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 52% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 7% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 35% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 56% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 9% |
| Reading progress measure - one year prior | -1.6 |
| Reading progress measure - lower confidence limit - one year prior | -2.5 |
| Reading progress measure - upper confidence limit - one year prior | -0.6 |
| Writing progress measure - one year prior | -3 |
| Writing progress measure - lower confidence limit - one year prior | -3.9 |
| Writing progress measure - upper confidence limit - one year prior | -2.1 |
| Maths progress measure - one year prior | -3 |
| Maths progress measure - lower confidence limit - one year prior | -3.9 |
| Maths progress measure - upper confidence limit - one year prior | -2.1 |
| Average scaled score in reading - one year prior | 105 |
| Average scaled score in maths - one year prior | 102 |
| School address (1) | Garden Walk |
|---|---|
| School town | Royston |
| School postcode | SG8 7JH |
| School telephone number | 01763242236 |
| School parliamentary constituency code | E14001393 |
| School parliamentary constituency name | North East Hertfordshire |
| Religious denomination | Does not apply |
| Age range | 9-18 |
| 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) | 957 |
| Total boys on roll (including part-time pupils) | 477 |
| Total girls on roll (including part-time pupils) | 480 |
| Number of pupils at the end of key stage 4 | 89 |
| Number of boys at the end of key stage 4 | 52 |
| % of pupils at the end of key stage 4 who are boys | 58.40% |
| Number of girls at the end of key stage 4 | 37 |
| % of pupils at the end key stage 4 who are girls | 41.60% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.5 |
| 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 | 34.10% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 48 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 54.50% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 10 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 11.40% |
| 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 | 24.70% |
| Number of key stage 2 pupils who are not disadvantaged | 67 |
| Percentage of key stage 2 pupils who are not disadvantaged | 75.30% |
| Number of eligible pupils with English as additional language (EAL) | 4 |
| Percentage of eligible pupils with English as additional language (EAL) | 4.50% |
| Number of eligible pupils with English as first language | 85 |
| Percentage of eligible pupils with English as first language | 95.50% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0.00% |
| Number of pupils at the end of key stage 4 who are non-mobile | 86 |
| % of pupils at the end of key stage 4 who are non-mobile | 96.60% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.40% |
| 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 | 9 |
| % 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 | 10.10% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 6 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 6.70% |
| Total sum of Attainment 8 scores | 3803.8 |
| Average Attainment 8 score per pupil | 42.7 |
| Total sum of Attainment 8 scores for English element | 800 |
| Average Attainment 8 score per pupil for English element | 9 |
| Total sum of Attainment 8 scores for mathematics element | 788 |
| Average Attainment 8 score per pupil for mathematics element | 8.9 |
| Total sum of Attainment 8 scores for EBacc element | 1145.5 |
| Average Attainment 8 score per pupil for EBacc element | 12.9 |
| Total sum of Attainment 8 scores for open element | 1070.3 |
| Average Attainment 8 score per pupil for open element | 12 |
| Total sum of Attainment 8 scores for open element - GCSE only | 837.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 9.4 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 232.8 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 2.6 |
| 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 | 88 |
| 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 | 99% |
| Progress 8 measure after adjustment for extreme scores | 0.19 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.11 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.48 |
| Progress 8 measure based on unadjusted pupil scores | 0.19 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.12 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.49 |
| Progress 8 measure for English element | 0.01 |
| Lower 95% confidence interval for Progress 8 English element | -0.33 |
| Upper 95% confidence interval for Progress 8 English element | 0.34 |
| Progress 8 measure for mathematics element | 0.41 |
| Lower 95% confidence interval for Progress 8 maths element | 0.1 |
| Upper 95% confidence interval for Progress 8 maths element | 0.72 |
| Progress 8 measure for EBacc element | 0.39 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.05 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.74 |
| Progress 8 measure for open element | -0.05 |
| Lower 95% confidence interval for Progress 8 open element | -0.39 |
| Upper 95% confidence interval for Progress 8 open element | 0.28 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 57.30% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 44.90% |
| Total EBacc APS score per pupil | 338.48 |
| Average EBacc APS score per pupil | 3.8 |
| Average EBacc APS score per disadvantaged pupil | 1.97 |
| Average EBacc APS score per non-disadvantaged pupil | 4.41 |
| Average EBacc APS score per pupil with low prior attainment | 2.13 |
| Average EBacc APS score per pupil with middle prior attainment | 4.17 |
| Average EBacc APS score per pupil with high prior attainment | 6.92 |
| Average EBacc APS score per pupil for whom English is an additional language | SUPP |
| Average EBacc APS score per girl | 4.11 |
| Average EBacc APS score per boy | 3.59 |
| Average EBacc APS score per non-mobile pupil | 3.87 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 24 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 27.00% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 19.10% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 13.50% |
| Number of pupils entering the English Baccalaureate English subject area | 84 |
| % of pupils entering the English Baccalaureate English subject area | 94.40% |
| Number of pupils entering the English Baccalaureate Maths subject area | 86 |
| % of pupils entering the English Baccalaureate Maths subject area | 96.60% |
| Number of pupils entering the English Baccalaureate Science subject area | 85 |
| % of pupils entering the English Baccalaureate Science subject area | 95.50% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 77 |
| % of pupils entering the English Baccalaureate Humanities subject area | 86.50% |
| Number of pupils entering the English Baccalaureate Language subject area | 26 |
| % of pupils entering the English Baccalaureate Language subject area | 29.20% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 66.30% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 56.20% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 64.00% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 47.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 57.60% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 43.50% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 62.30% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 46.80% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 73.10% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 50.00% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 84 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 99% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 76 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 99% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 26 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
| English Baccalaureate Science Value Added measure | 0.48 |
| English Baccalaureate Science Value Added lower 95% confidence limit | 0.16 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.79 |
| EBacc Humanities VA measure | 0.25 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.15 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.65 |
| English Baccalaureate Languages Value Added measure | 0.37 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.38 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 1.13 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 59 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 50 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 57 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 42 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 49 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 37 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 48 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 36 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 19 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 13 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 24 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 27.00% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 84 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 94.40% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 86 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.60% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 84 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.80% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 72 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 93.50% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 26 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 23.5 |
| Number of disadvantaged pupils in Progress 8 measure | 21 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | -1.04 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.65 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.44 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -1.04 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.66 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.43 |
| Average Attainment 8 score per non-disadvantaged pupil | 49 |
| Number of non-disadvantaged pupils in Progress 8 measure | 67 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.57 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.23 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.91 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.57 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.23 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.92 |
| Average Attainment 8 score per disadvantaged pupil for English element | 5.9 |
| Progress 8 measure for English element - disadvantaged pupils | -0.85 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.54 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.16 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 5.1 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.74 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.38 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.1 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.2 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.09 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.79 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.39 |
| Average Attainment 8 score per disadvantaged pupil for open element | 6.3 |
| Progress 8 measure for open element - disadvantaged pupils | -1.33 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.02 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.64 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 10 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.28 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.11 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.66 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.1 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.77 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.42 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.13 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.1 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.86 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.47 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.25 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13.9 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.34 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.04 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.73 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 5.2 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.1 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -26.5 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.2 |
| Average Attainment 8 score per pupil with low prior attainment | 24.3 |
| 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 | -0.28 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.78 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.23 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.28 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.79 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.24 |
| Average Attainment 8 score per pupil with middle prior attainment | 47.5 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 48 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.33 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.07 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.73 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.33 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.08 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.73 |
| Average Attainment 8 score per pupil with high prior attainment | 73.3 |
| Number of pupils with high prior attainment included in Progress 8 measure | 10 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.9 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.03 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.78 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.9 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.01 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.8 |
| Average Attainment 8 score per pupil for whom English is an additional language | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | SUPP |
| Number of pupils for whom English is an additional language included in Progress 8 measure | SUPP |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | SUPP |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
| Average Attainment 8 score per girl | 45.7 |
| Average Attainment 8 score per girl for English element | 9.7 |
| Average Attainment 8 score per girl for mathematics element | 8.9 |
| Average Attainment 8 score per girl for EBacc element | 13.8 |
| Average Attainment 8 score per girl for open element | 13.3 |
| Average Attainment 8 score per girl - GCSE only | 10.8 |
| Average Attainment 8 score per girl - non-GCSE only | 2.5 |
| Number of girls included in Progress 8 measure | 36 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 0.35 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.11 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.82 |
| Unadjusted Progress 8 measure - girls | 0.35 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.12 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.83 |
| Average Attainment 8 score per boy | 40.7 |
| Average Attainment 8 score per boy for English element | 8.5 |
| Average Attainment 8 score per boy for mathematics element | 8.8 |
| Average Attainment 8 score per boy for EBacc element | 12.2 |
| Average Attainment 8 score per boy for open element | 11.1 |
| Average Attainment 8 score per boy - GCSE only | 8.5 |
| Average Attainment 8 score per boy - non-GCSE only | 2.7 |
| Number of boys included in Progress 8 measure | 52 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | 0.07 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.32 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.45 |
| Unadjusted Progress 8 measure - boys | 0.07 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.32 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.46 |
| Average Attainment 8 score per non-mobile pupil | 43.5 |
| Average Attainment 8 score per non-mobile pupil for English element | 9.2 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 9 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 13.1 |
| Average Attainment 8 score per non-mobile pupil for open element | 12.2 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 9.5 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.7 |
| Number of non-mobile pupils included in Progress 8 measure | 85 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.26 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.04 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.56 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.26 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.05 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.56 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 3 |
| EBacc entered % by low prior attainment | 10.00% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 3.30% |
| 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 | 15 |
| EBacc entered % by middle prior attainment | 31.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 20.80% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 12.50% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 6 |
| EBacc entered % by high prior attainment | 60.00% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 60.00% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 60.00% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 9.10% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 32.80% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 25.40% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 17.90% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.01 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.52 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.51 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.8 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.82 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.01 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.26 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.73 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.12 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.53 |
| 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 | 0.44 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.63 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.51 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.13 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.47 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.17 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.47 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.56 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.54 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.94 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.1 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 2.41 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.6 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.16 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -2.09 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.97 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.09 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.77 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.79 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.77 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.26 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.83 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.37 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.29 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.28 |
| 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 | 1.44 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.55 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 2.2 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.94 |
| % of boys with entries in all English Baccalaureate subject areas | 19.20% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 13.50% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 11.50% |
| % of girls with entries in all English Baccalaureate subject areas | 37.80% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 27.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 16.20% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 26.70% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 19.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 14.00% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | SUPP |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | SUPP |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | SUPP |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 52.80% |
| % of pupils achieving any qualifications | 96.60% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 22.70% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 68.70% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 16.70% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 35 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 72.90% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 10 |
| % 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 | 55.80% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 59.50% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 59.30% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 13.60% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 55.20% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 10.00% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 26 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 54.20% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 10 |
| % 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 | 46.20% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 43.20% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 46.50% |
| % of pupils entering more than one language | 0.00% |
| % of pupils entering biology, chemistry and physics | 15.70% |
| Average number of KS4 entries per pupil | 7.5 |
| Average number of KS4 entries per pupil with low prior attainment | 6.5 |
| Average number of KS4 entries per pupil with middle prior attainment | 7.9 |
| Average number of KS4 entries per pupil with high prior attainment | 8.6 |
| Average number of KS4 entries per disadvantaged pupil | 6.2 |
| Average number of KS4 entries per non-disadvantaged pupil | 7.9 |
| Average number of GCSE entries per pupil | 6.8 |
| Average number of GCSE entries per pupil with low prior attainment | 5.9 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.1 |
| Average number of GCSE entries per pupil with high prior attainment | 7.7 |
| Average number of GCSE entries per disadvantaged pupil | 5.7 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.1 |
| Total volume of entries without discounting | 686 |
| Total volume of covid-impacted entries without discounting | 0 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Average |
| Number of pupils completing key stage 4 in 2020/21 | 64 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 60 |
| Apprenticeships (number of pupils) | SUPP |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 4 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 44 |
| Further education (number of pupils) | SUPP |
| School sixth form (number of pupils) | 2 |
| Sixth form college (number of pupils) | 24 |
| Other education destination (number of pupils) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| Activity not captured (number of pupils) | 0 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
| Apprenticeships (percentage) | SUPP |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 8% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 88% |
| Further education (percentage) | SUPP |
| School sixth form (percentage) | 4% |
| Sixth form college (percentage) | 48% |
| Other education destination (percentage) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
| Activity not captured (percentage) | 0% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 14 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| 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 | 50 |
| 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) | SUPP |
| Number of pupils completing key stage 4 in 2019/20 | 69 |
| 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 | 11 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 58 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
| Number of pupils completing key stage 4 in 2018/19 | 99 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 11 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 82% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 88 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 38 |
| Upper confidence limit on the progression score for the total cohort | 60 |
| Lower confidence limit on the progression score for the total cohort | 15 |
| Cohort size | 14 |
| Progressed | 93% |
| Apprenticeships | 0% |
| Higher Education | 79% |
| Top third | 29% |
| Higher technical | 14% |
| Cohort size for academic/applied general cohort | 0 |
| Progressed for academic/applied general cohort | 0% |
| Progression score for academic/applied general cohort | NA |
| Upper confidence limit on the progression score for the academic/applied general cohort | NA |
| Lower confidence limit on the progression score for the academic/applied/general cohort | NA |
| 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 | 14 |
| Progressed for other level 3 qualifications cohort | 93% |
| Score for other level 3 qualifications cohort | 38 |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | 63 |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | 12 |
| Progressed for disadvantaged students | SUPP |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 10 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 10 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 8 |
| 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) | 8 |
| 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) | 2 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 0 |
| Activity not captured in data (All levels of study) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 100% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 80% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 80% |
| Other education destinations (All levels of study) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 20% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 0% |
| Activity not captured in data (All levels of study) (percentage) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
| 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) | 0 |
| 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) | 0 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
| 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) | 0% |
| 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) | 0% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 10 |
| 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) | 10 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| 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) | 8 |
| 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) | 8 |
| 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) | 2 |
| 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) | 0 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 100% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 80% |
| 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) | 80% |
| 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) | 20% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 10 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 10 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 8 |
| 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) | 2 |
| 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) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 100% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 80% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 80% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 20% |
| 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| 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) | 0 |
| Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 0% |
| Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 10 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 10 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 8 |
| 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) | 8 |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| 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) | 0 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 100% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 80% |
| 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) | 80% |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 20% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
| Other education destinations (L1, entry level and other) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
| Other education destinations (L1, entry level and other) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 38 |
| Upper confidence limit on the progression score for the total cohort | 60 |
| Lower confidence limit on the progression score for the total cohort | 15 |
| Cohort size | 14 |
| Progressed | 93% |
| Apprenticeships | 0% |
| Higher Education | 79% |
| Top third | 29% |
| Higher technical | 14% |
| Cohort size for academic/applied general cohort | 0 |
| Progressed for academic/applied general cohort | 0% |
| Progression score for academic/applied general cohort | NA |
| Upper confidence limit on the progression score for the academic/applied general cohort | NA |
| Lower confidence limit on the progression score for the academic/applied/general cohort | NA |
| 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 | 14 |
| Progressed for other level 3 qualifications cohort | 93% |
| Score for other level 3 qualifications cohort | 38 |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | 63 |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | 12 |
| Progressed for disadvantaged students | SUPP |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |