For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1191 |
Number of girls on roll | 592 |
Number of boys on roll | 599 |
Percentage of girls on roll | 49.7 |
Percentage of boys on roll | 50.3 |
Number of eligible pupils with an EHC plan | 26 |
Percentage of eligible pupils with an EHC plan | 2.2 |
Number of eligible pupils with SEN support | 212 |
Percentage of eligible pupils with SEN support | 17.8 |
No. pupils where English not first language | 465 |
No. pupils with English first language | 724 |
No. pupils where first language is unclassified | 2 |
% pupils where English not first language | 39 |
% pupils with English first language | 60.8 |
No. pupils eligible for free school meals | 491 |
Number of pupils eligible for FSM at any time during the past 6 years | 445 |
Total pupils for FSMEver | 995 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 44.7 |
School address (1) | Prestwood Road |
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School town | Wolverhampton |
School postcode | WV11 1RD |
School telephone number | 01902556360 |
School parliamentary constituency code | E14001594 |
School parliamentary constituency name | Wolverhampton North East |
Religious denomination | Does not apply |
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) | 1 |
Total number of pupils (including part-time pupils) | 1191 |
Total boys on roll (including part-time pupils) | 599 |
Total girls on roll (including part-time pupils) | 592 |
Number of pupils at the end of key stage 4 | 197 |
Number of boys at the end of key stage 4 | 92 |
% of pupils at the end of key stage 4 who are boys | 46.70% |
Number of girls at the end of key stage 4 | 105 |
% of pupils at the end key stage 4 who are girls | 53.30% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 34 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 17.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 121 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 63.00% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 37 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 19.30% |
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) | 81 |
Percentage of key stage 2 disadvantaged pupils | 41.10% |
Number of key stage 2 pupils who are not disadvantaged | 116 |
Percentage of key stage 2 pupils who are not disadvantaged | 58.90% |
Number of eligible pupils with English as additional language (EAL) | 81 |
Percentage of eligible pupils with English as additional language (EAL) | 41.10% |
Number of eligible pupils with English as first language | 116 |
Percentage of eligible pupils with English as first language | 58.90% |
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 | 194 |
% of pupils at the end of key stage 4 who are non-mobile | 98.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 48 |
% 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 | 24.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 43 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 21.80% |
Total sum of Attainment 8 scores | 10638 |
Average Attainment 8 score per pupil | 54 |
Total sum of Attainment 8 scores for English element | 2088 |
Average Attainment 8 score per pupil for English element | 10.6 |
Total sum of Attainment 8 scores for mathematics element | 2004 |
Average Attainment 8 score per pupil for mathematics element | 10.2 |
Total sum of Attainment 8 scores for EBacc element | 2953.5 |
Average Attainment 8 score per pupil for EBacc element | 15 |
Total sum of Attainment 8 scores for open element | 3592.5 |
Average Attainment 8 score per pupil for open element | 18.2 |
Total sum of Attainment 8 scores for open element - GCSE only | 1302 |
Average Attainment 8 score per pupil for open element - GCSE only | 6.6 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 2290.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 11.6 |
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 | 192 |
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 | 97% |
Progress 8 measure after adjustment for extreme scores | 0.79 |
Progress 8 lower 95% confidence interval for adjusted average | 0.59 |
Progress 8 upper 95% confidence interval for adjusted average | 0.99 |
Progress 8 measure based on unadjusted pupil scores | 0.79 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.58 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.99 |
Progress 8 measure for English element | 0.34 |
Lower 95% confidence interval for Progress 8 English element | 0.11 |
Upper 95% confidence interval for Progress 8 English element | 0.57 |
Progress 8 measure for mathematics element | 0.52 |
Lower 95% confidence interval for Progress 8 maths element | 0.31 |
Upper 95% confidence interval for Progress 8 maths element | 0.73 |
Progress 8 measure for EBacc element | 0.52 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.29 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.75 |
Progress 8 measure for open element | 1.53 |
Lower 95% confidence interval for Progress 8 open element | 1.31 |
Upper 95% confidence interval for Progress 8 open element | 1.76 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 72.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 54.80% |
Total EBacc APS score per pupil | 815.51 |
Average EBacc APS score per pupil | 4.14 |
Average EBacc APS score per disadvantaged pupil | 3.8 |
Average EBacc APS score per non-disadvantaged pupil | 4.38 |
Average EBacc APS score per pupil with low prior attainment | 2.8 |
Average EBacc APS score per pupil with middle prior attainment | 3.98 |
Average EBacc APS score per pupil with high prior attainment | 5.81 |
Average EBacc APS score per pupil for whom English is an additional language | 4.87 |
Average EBacc APS score per girl | 4.34 |
Average EBacc APS score per boy | 3.91 |
Average EBacc APS score per non-mobile pupil | 4.13 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 15 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 7.60% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 2.50% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 1.50% |
Number of pupils entering the English Baccalaureate English subject area | 196 |
% of pupils entering the English Baccalaureate English subject area | 99.50% |
Number of pupils entering the English Baccalaureate Maths subject area | 197 |
% of pupils entering the English Baccalaureate Maths subject area | 100.00% |
Number of pupils entering the English Baccalaureate Science subject area | 196 |
% of pupils entering the English Baccalaureate Science subject area | 99.50% |
Number of pupils entering the English Baccalaureate Humanities subject area | 157 |
% of pupils entering the English Baccalaureate Humanities subject area | 79.70% |
Number of pupils entering the English Baccalaureate Language subject area | 22 |
% of pupils entering the English Baccalaureate Language subject area | 11.20% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 83.20% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 62.90% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 78.70% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 60.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 69.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 55.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 67.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 55.40% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 63.60% |
% 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 | 191 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 152 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
Number of pupils included in English Baccalaureate Language Value Added measure | 20 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 91% |
English Baccalaureate Science Value Added measure | 0.39 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.19 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.6 |
EBacc Humanities VA measure | 0.73 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.44 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.01 |
English Baccalaureate Languages Value Added measure | -0.24 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.1 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.62 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 164 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 124 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 155 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 120 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 137 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 108 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 106 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 87 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 14 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 11 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 13 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 6.60% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 196 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 99.50% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 196 |
% 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 | 196 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 156 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.40% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 20 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 90.90% |
Average Attainment 8 score per disadvantaged pupil | 50.2 |
Number of disadvantaged pupils in Progress 8 measure | 79 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.57 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0.26 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.89 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.57 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0.26 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.89 |
Average Attainment 8 score per non-disadvantaged pupil | 56.7 |
Number of non-disadvantaged pupils in Progress 8 measure | 113 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.94 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.68 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.2 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.94 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.67 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.2 |
Average Attainment 8 score per disadvantaged pupil for English element | 10 |
Progress 8 measure for English element - disadvantaged pupils | 0.2 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.16 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.56 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.2 |
Progress 8 measure for maths element - disadvantaged pupils | 0.18 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.15 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.51 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 13.7 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.28 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.09 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.64 |
Average Attainment 8 score per disadvantaged pupil for open element | 17.3 |
Progress 8 measure for open element - disadvantaged pupils | 1.39 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.03 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.74 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.44 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.14 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.74 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.9 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.76 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.48 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.03 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.9 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.69 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.39 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.99 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 18.9 |
Progress 8 measure for open element - non-disadvantaged pupils | 1.64 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.34 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.94 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 6 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 11.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 7.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 11.8 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.2 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.41 |
Average Attainment 8 score per pupil with low prior attainment | 38.8 |
Number of pupils with low prior attainment included in Progress 8 measure | 34 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 1.21 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.74 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.69 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 1.21 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.73 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.7 |
Average Attainment 8 score per pupil with middle prior attainment | 53 |
Number of pupils with middle prior attainment included in Progress 8 measure | 121 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.75 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.49 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.75 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.49 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1 |
Average Attainment 8 score per pupil with high prior attainment | 71.1 |
Number of pupils with high prior attainment included in Progress 8 measure | 37 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.54 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.08 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.99 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.54 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.07 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1 |
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 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 17.6 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 19.4 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 7.1 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 12.3 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 79 |
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 | 1.38 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 1.07 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.69 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.38 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 1.06 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.7 |
Average Attainment 8 score per girl | 55.6 |
Average Attainment 8 score per girl for English element | 11.2 |
Average Attainment 8 score per girl for mathematics element | 10.3 |
Average Attainment 8 score per girl for EBacc element | 15.4 |
Average Attainment 8 score per girl for open element | 18.7 |
Average Attainment 8 score per girl - GCSE only | 6.8 |
Average Attainment 8 score per girl - non-GCSE only | 11.9 |
Number of girls included in Progress 8 measure | 101 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.78 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.51 |
Adjusted Progress 8 upper 95% confidence interval - girls | 1.06 |
Unadjusted Progress 8 measure - girls | 0.78 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.5 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 1.06 |
Average Attainment 8 score per boy | 52.2 |
Average Attainment 8 score per boy for English element | 9.9 |
Average Attainment 8 score per boy for mathematics element | 10.1 |
Average Attainment 8 score per boy for EBacc element | 14.5 |
Average Attainment 8 score per boy for open element | 17.7 |
Average Attainment 8 score per boy - GCSE only | 6.4 |
Average Attainment 8 score per boy - non-GCSE only | 11.3 |
Number of boys included in Progress 8 measure | 91 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.8 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.5 |
Adjusted Progress 8 upper 95% confidence interval - boys | 1.09 |
Unadjusted Progress 8 measure - boys | 0.8 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.5 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 1.09 |
Average Attainment 8 score per non-mobile pupil | 54 |
Average Attainment 8 score per non-mobile pupil for English element | 10.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10.2 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.9 |
Average Attainment 8 score per non-mobile pupil for open element | 18.2 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 6.6 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 11.6 |
Number of non-mobile pupils included in Progress 8 measure | 192 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.79 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.59 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.99 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.79 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.58 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.99 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 1 |
EBacc entered % by low prior attainment | 2.90% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.90% |
EBacc achieved % by low prior attainment - with 9-5 passes | 2.90% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 6 |
EBacc entered % by middle prior attainment | 5.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 0.80% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 0.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 6 |
EBacc entered % by high prior attainment | 16.20% |
EBacc achieved % by high prior attainment - with 9-4 passes | 8.10% |
EBacc achieved % by high prior attainment - with 9-5 passes | 5.40% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 2.50% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 11.20% |
% 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 | 4.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.60% |
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 | 0.32 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.51 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.16 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.55 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.51 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.77 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.83 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.4 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.98 |
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 | -0.49 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.85 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.02 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.49 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.16 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.82 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.28 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.99 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.01 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.59 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.06 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.98 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.04 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.83 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.02 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.6 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.14 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.11 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.13 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.4 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.46 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.19 |
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 | 1.02 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.97 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.67 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.65 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.28 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -3.42 |
% of boys with entries in all English Baccalaureate subject areas | 1.10% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 1.10% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 1.10% |
% of girls with entries in all English Baccalaureate subject areas | 13.30% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 3.80% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 1.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 6.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 2.60% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 1.50% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 11.10% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 3.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 3.70% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 70.60% |
% of pupils achieving any qualifications | 100.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 63.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 78.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 10 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 29.40% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 93 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 76.90% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 36 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.30% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 64.10% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 79.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 86.40% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 72.20% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 46.90% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 60.30% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 8 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 23.50% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 65 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 53.70% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 33 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 89.20% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 54.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 55.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 75.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 55.20% |
% of pupils entering more than one language | 0.50% |
% of pupils entering biology, chemistry and physics | 48.70% |
Average number of KS4 entries per pupil | 9.3 |
Average number of KS4 entries per pupil with low prior attainment | 9 |
Average number of KS4 entries per pupil with middle prior attainment | 9.2 |
Average number of KS4 entries per pupil with high prior attainment | 9.9 |
Average number of KS4 entries per disadvantaged pupil | 9.2 |
Average number of KS4 entries per non-disadvantaged pupil | 9.3 |
Average number of GCSE entries per pupil | 6.7 |
Average number of GCSE entries per pupil with low prior attainment | 6.3 |
Average number of GCSE entries per pupil with middle prior attainment | 6.5 |
Average number of GCSE entries per pupil with high prior attainment | 7.4 |
Average number of GCSE entries per disadvantaged pupil | 6.6 |
Average number of GCSE entries per non-disadvantaged pupil | 6.8 |
Total volume of entries without discounting | 1875 |
Total volume of covid-impacted entries without discounting | 1 |
% 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 | 192 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 183 |
Apprenticeships (number of pupils) | 6 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 3 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 84 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 63 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | 6% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 88% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 66% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 96 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 90 |
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 | 96 |
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) | 93 |
Number of pupils completing key stage 4 in 2019/20 | 201 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 94 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 84% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 107 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
Number of pupils completing key stage 4 in 2018/19 | 191 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 75 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 116 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 1 |
---|---|
Progression score for the total cohort | 6 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | -2 |
Cohort size | 98 |
Progressed | 81% |
Apprenticeships | 1% |
Higher Education | 79% |
Top third | 34% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 94 |
Progressed for academic/applied general cohort | 83% |
Progression score for academic/applied general cohort | 7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 15 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -1 |
Cohort size for TLEV cohort | 3 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 1 |
Progressed for other level 3 qualifications cohort | SUPP |
Score for other level 3 qualifications cohort | SUPP |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
Progressed for disadvantaged students | 77% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 74% |
Top third for disadvantaged students | 23% |
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) | 102 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 89 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 74 |
Further education (level 3 and below) (All levels of study) (number of students) | 3 |
Higher education (level 4 and above) (All levels of study) (number of students) | 71 |
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) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 9 |
Activity not captured in data (All levels of study) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 87% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 1% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 73% |
Further education (level 3 and below) (All levels of study) (percentage) | 3% |
Higher education (level 4 and above) (All levels of study) (percentage) | 70% |
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) | 14% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
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) | 38 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 64 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 100 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 89 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 74 |
Further education (level 3 and below) (Level 3) (number of students) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) | 71 |
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) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 7 |
Activity not captured in data (Level 3) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 1% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 74% |
Further education (level 3 and below) (Level 3) (percentage) | 3% |
Higher education (level 4 and above) (Level 3) (percentage) | 71% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 14% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
Activity not captured in data (Level 3) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 1 |
---|---|
Progression score for the total cohort | 6 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | -2 |
Cohort size | 98 |
Progressed | 81% |
Apprenticeships | 1% |
Higher Education | 79% |
Top third | 34% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 94 |
Progressed for academic/applied general cohort | 83% |
Progression score for academic/applied general cohort | 7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 15 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -1 |
Cohort size for TLEV cohort | 3 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 1 |
Progressed for other level 3 qualifications cohort | SUPP |
Score for other level 3 qualifications cohort | SUPP |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
Progressed for disadvantaged students | 77% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 74% |
Top third for disadvantaged students | 23% |
Higher technical for disadvantaged students | SUPP |