For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1120 |
Number of girls on roll | 548 |
Number of boys on roll | 572 |
Percentage of girls on roll | 48.9 |
Percentage of boys on roll | 51.1 |
Number of eligible pupils with an EHC plan | 30 |
Percentage of eligible pupils with an EHC plan | 2.7 |
Number of eligible pupils with SEN support | 206 |
Percentage of eligible pupils with SEN support | 18.4 |
No. pupils where English not first language | 57 |
No. pupils with English first language | 1063 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 5.1 |
% pupils with English first language | 94.9 |
No. pupils eligible for free school meals | 157 |
Number of pupils eligible for FSM at any time during the past 6 years | 148 |
Total pupils for FSMEver | 971 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 15.2 |
School address (1) | Long Lane |
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School address (2) | Tilehurst |
School town | Reading |
School postcode | RG31 6XY |
School telephone number | 01189413458 |
School parliamentary constituency code | E14001439 |
School parliamentary constituency name | Reading West and Mid Berkshire |
Religious denomination | None |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1120 |
Total boys on roll (including part-time pupils) | 572 |
Total girls on roll (including part-time pupils) | 548 |
Number of pupils at the end of key stage 4 | 189 |
Number of boys at the end of key stage 4 | 99 |
% of pupils at the end of key stage 4 who are boys | 52.40% |
Number of girls at the end of key stage 4 | 90 |
% of pupils at the end key stage 4 who are girls | 47.60% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 36 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 19.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 100 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.20% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 52 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 27.70% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 22 |
Percentage of key stage 2 disadvantaged pupils | 11.60% |
Number of key stage 2 pupils who are not disadvantaged | 167 |
Percentage of key stage 2 pupils who are not disadvantaged | 88.40% |
Number of eligible pupils with English as additional language (EAL) | 8 |
Percentage of eligible pupils with English as additional language (EAL) | 4.20% |
Number of eligible pupils with English as first language | 180 |
Percentage of eligible pupils with English as first language | 95.20% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 0.50% |
Number of pupils at the end of key stage 4 who are non-mobile | 185 |
% of pupils at the end of key stage 4 who are non-mobile | 97.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 40 |
% 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 | 21.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 36 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 19.00% |
Total sum of Attainment 8 scores | 9326.3 |
Average Attainment 8 score per pupil | 49.3 |
Total sum of Attainment 8 scores for English element | 2013 |
Average Attainment 8 score per pupil for English element | 10.7 |
Total sum of Attainment 8 scores for mathematics element | 1858 |
Average Attainment 8 score per pupil for mathematics element | 9.8 |
Total sum of Attainment 8 scores for EBacc element | 2643 |
Average Attainment 8 score per pupil for EBacc element | 14 |
Total sum of Attainment 8 scores for open element | 2812.3 |
Average Attainment 8 score per pupil for open element | 14.9 |
Total sum of Attainment 8 scores for open element - GCSE only | 2617.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 13.8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 194.8 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 188 |
Number of pupils who have had P8 score adjusted in average | 1 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 99% |
Progress 8 measure after adjustment for extreme scores | 0.16 |
Progress 8 lower 95% confidence interval for adjusted average | -0.04 |
Progress 8 upper 95% confidence interval for adjusted average | 0.37 |
Progress 8 measure based on unadjusted pupil scores | 0.16 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.04 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.37 |
Progress 8 measure for English element | 0.21 |
Lower 95% confidence interval for Progress 8 English element | -0.02 |
Upper 95% confidence interval for Progress 8 English element | 0.44 |
Progress 8 measure for mathematics element | 0.18 |
Lower 95% confidence interval for Progress 8 maths element | -0.03 |
Upper 95% confidence interval for Progress 8 maths element | 0.39 |
Progress 8 measure for EBacc element | 0.02 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.22 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.25 |
Progress 8 measure for open element | 0.26 |
Lower 95% confidence interval for Progress 8 open element | 0.03 |
Upper 95% confidence interval for Progress 8 open element | 0.49 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 72.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 53.40% |
Total EBacc APS score per pupil | 813.1 |
Average EBacc APS score per pupil | 4.3 |
Average EBacc APS score per disadvantaged pupil | 2.86 |
Average EBacc APS score per non-disadvantaged pupil | 4.49 |
Average EBacc APS score per pupil with low prior attainment | 2.45 |
Average EBacc APS score per pupil with middle prior attainment | 4.14 |
Average EBacc APS score per pupil with high prior attainment | 5.99 |
Average EBacc APS score per pupil for whom English is an additional language | 5.08 |
Average EBacc APS score per girl | 4.49 |
Average EBacc APS score per boy | 4.13 |
Average EBacc APS score per non-mobile pupil | 4.29 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 67 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 35.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 24.90% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 20.10% |
Number of pupils entering the English Baccalaureate English subject area | 186 |
% of pupils entering the English Baccalaureate English subject area | 98.40% |
Number of pupils entering the English Baccalaureate Maths subject area | 188 |
% of pupils entering the English Baccalaureate Maths subject area | 99.50% |
Number of pupils entering the English Baccalaureate Science subject area | 186 |
% of pupils entering the English Baccalaureate Science subject area | 98.40% |
Number of pupils entering the English Baccalaureate Humanities subject area | 157 |
% of pupils entering the English Baccalaureate Humanities subject area | 83.10% |
Number of pupils entering the English Baccalaureate Language subject area | 77 |
% of pupils entering the English Baccalaureate Language subject area | 40.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 82.50% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 68.80% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 77.80% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 56.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 68.30% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 54.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 72.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 61.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 76.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 64.90% |
Number of pupils included in English Baccalaureate Science Value Added measure | 186 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 100% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 157 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 100% |
Number of pupils included in English Baccalaureate Language Value Added measure | 77 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
English Baccalaureate Science Value Added measure | 0.04 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.17 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.25 |
EBacc Humanities VA measure | 0.15 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.13 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.43 |
English Baccalaureate Languages Value Added measure | -0.1 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.53 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.34 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 156 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 130 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 147 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 106 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 127 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 101 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 113 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 96 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 59 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 50 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 64 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 33.90% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 185 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 97.90% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 187 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.90% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 182 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 97.80% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 154 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.10% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 74 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 96.10% |
Average Attainment 8 score per disadvantaged pupil | 36.4 |
Number of disadvantaged pupils in Progress 8 measure | 22 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.42 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.01 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.17 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.44 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.04 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.16 |
Average Attainment 8 score per non-disadvantaged pupil | 51 |
Number of non-disadvantaged pupils in Progress 8 measure | 166 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.24 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.03 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.46 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.24 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.02 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.46 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.3 |
Progress 8 measure for English element - disadvantaged pupils | 0.17 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.51 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.84 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.9 |
Progress 8 measure for maths element - disadvantaged pupils | -0.55 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.17 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.07 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 8.8 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.95 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.63 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.26 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.4 |
Progress 8 measure for open element - disadvantaged pupils | -0.26 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.93 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.42 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.8 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.22 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.03 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.46 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.2 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.27 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.05 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.5 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14.7 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.15 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.1 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.39 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15.3 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.33 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.09 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.58 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 10.2 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -13.6 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.58 |
Average Attainment 8 score per pupil with low prior attainment | 30.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 36 |
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 | -0.18 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.74 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.28 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.19 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.75 |
Average Attainment 8 score per pupil with middle prior attainment | 48.1 |
Number of pupils with middle prior attainment included in Progress 8 measure | 100 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.18 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.1 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.46 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.18 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.1 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.46 |
Average Attainment 8 score per pupil with high prior attainment | 65.6 |
Number of pupils with high prior attainment included in Progress 8 measure | 52 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.05 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.34 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.43 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.04 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.35 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.43 |
Average Attainment 8 score per pupil for whom English is an additional language | 55.4 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.3 |
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 | 17.4 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 15 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 14.1 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.9 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 8 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.42 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.56 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.4 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.42 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.58 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.42 |
Average Attainment 8 score per girl | 52.4 |
Average Attainment 8 score per girl for English element | 11.9 |
Average Attainment 8 score per girl for mathematics element | 9.7 |
Average Attainment 8 score per girl for EBacc element | 14.5 |
Average Attainment 8 score per girl for open element | 16.4 |
Average Attainment 8 score per girl - GCSE only | 14.7 |
Average Attainment 8 score per girl - non-GCSE only | 1.7 |
Number of girls included in Progress 8 measure | 89 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.42 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.12 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.71 |
Unadjusted Progress 8 measure - girls | 0.42 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.12 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.72 |
Average Attainment 8 score per boy | 46.6 |
Average Attainment 8 score per boy for English element | 9.5 |
Average Attainment 8 score per boy for mathematics element | 10 |
Average Attainment 8 score per boy for EBacc element | 13.6 |
Average Attainment 8 score per boy for open element | 13.5 |
Average Attainment 8 score per boy - GCSE only | 13.1 |
Average Attainment 8 score per boy - non-GCSE only | 0.4 |
Number of boys included in Progress 8 measure | 99 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.06 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.34 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.22 |
Unadjusted Progress 8 measure - boys | -0.07 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.35 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.22 |
Average Attainment 8 score per non-mobile pupil | 49.2 |
Average Attainment 8 score per non-mobile pupil for English element | 10.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14 |
Average Attainment 8 score per non-mobile pupil for open element | 14.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 13.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1 |
Number of non-mobile pupils included in Progress 8 measure | 184 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.16 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.04 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.37 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.16 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.05 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.37 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by low prior attainment | 11.10% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.80% |
EBacc achieved % by low prior attainment - with 9-5 passes | 2.80% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 36 |
EBacc entered % by middle prior attainment | 36.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 21.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 17.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 27 |
EBacc entered % by high prior attainment | 51.90% |
EBacc achieved % by high prior attainment - with 9-4 passes | 48.10% |
EBacc achieved % by high prior attainment - with 9-5 passes | 38.50% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 9.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 38.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 4.50% |
% 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 | 27.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 22.80% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.06 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.03 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.13 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.79 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.14 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.96 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.02 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.44 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.21 |
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 | 0.02 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.21 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.1 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.16 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.41 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.37 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.08 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.41 |
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 | 0.32 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.26 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.53 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.27 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.49 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.37 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.5 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.08 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.69 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.23 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.37 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.37 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.54 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.49 |
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 | 0.35 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.55 |
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 | 0.63 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.59 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.47 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.89 |
% of boys with entries in all English Baccalaureate subject areas | 36.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 24.20% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 18.20% |
% of girls with entries in all English Baccalaureate subject areas | 34.40% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 25.60% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 22.20% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 35.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 24.90% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 20.00% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 50.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 25.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 25.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 68.30% |
% of pupils achieving any qualifications | 99.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 54.50% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 74.90% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 19.40% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 79 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 79.00% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 51 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 98.10% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 69.70% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 75.60% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 87.50% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 72.40% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 22.70% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 57.50% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 4 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 11.10% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 49 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 49.00% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 48 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 92.30% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 51.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 55.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 75.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 53.00% |
% of pupils entering more than one language | 2.60% |
% of pupils entering biology, chemistry and physics | 15.90% |
Average number of KS4 entries per pupil | 8.1 |
Average number of KS4 entries per pupil with low prior attainment | 6.9 |
Average number of KS4 entries per pupil with middle prior attainment | 8.1 |
Average number of KS4 entries per pupil with high prior attainment | 8.8 |
Average number of KS4 entries per disadvantaged pupil | 7.2 |
Average number of KS4 entries per non-disadvantaged pupil | 8.2 |
Average number of GCSE entries per pupil | 7.7 |
Average number of GCSE entries per pupil with low prior attainment | 6.4 |
Average number of GCSE entries per pupil with middle prior attainment | 7.8 |
Average number of GCSE entries per pupil with high prior attainment | 8.8 |
Average number of GCSE entries per disadvantaged pupil | 6.8 |
Average number of GCSE entries per non-disadvantaged pupil | 7.9 |
Total volume of entries without discounting | 1526 |
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 | 180 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 172 |
Apprenticeships (number of pupils) | 5 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 132 |
Further education (number of pupils) | 30 |
School sixth form (number of pupils) | 84 |
Sixth form college (number of pupils) | SUPP |
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) | 3% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 4% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 90% |
Further education (percentage) | 20% |
School sixth form (percentage) | 57% |
Sixth form college (percentage) | SUPP |
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 | 33 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 29 |
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 | 147 |
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) | 143 |
Number of pupils completing key stage 4 in 2019/20 | 186 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 27 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 85% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 159 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of pupils completing key stage 4 in 2018/19 | 193 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 19 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 84% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 174 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 99% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -12 |
Upper confidence limit on the progression score for the total cohort | -2 |
Lower confidence limit on the progression score for the total cohort | -21 |
Cohort size | 85 |
Progressed | 58% |
Apprenticeships | 5% |
Higher Education | 53% |
Top third | 13% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 83 |
Progressed for academic/applied general cohort | 58% |
Progression score for academic/applied general cohort | -12 |
Upper confidence limit on the progression score for the academic/applied general cohort | -3 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -20 |
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 | 2 |
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 | 17% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 17% |
Top third for disadvantaged students | 0% |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 93 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 82 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 10 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 43 |
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) | 43 |
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) | 29 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 3 |
Activity not captured in data (All levels of study) (number of students) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 11% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 46% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 46% |
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) | 31% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 3% |
Activity not captured in data (All levels of study) (percentage) | 9% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 87 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 92 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 82 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 10 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 43 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 43 |
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) | 29 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 2 |
Activity not captured in data (Level 3) (number of students) | 8 |
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) | 11% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 47% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 47% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 32% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 2% |
Activity not captured in data (Level 3) (percentage) | 9% |
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) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -12 |
Upper confidence limit on the progression score for the total cohort | -2 |
Lower confidence limit on the progression score for the total cohort | -21 |
Cohort size | 85 |
Progressed | 58% |
Apprenticeships | 5% |
Higher Education | 53% |
Top third | 13% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 83 |
Progressed for academic/applied general cohort | 58% |
Progression score for academic/applied general cohort | -12 |
Upper confidence limit on the progression score for the academic/applied general cohort | -3 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -20 |
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 | 2 |
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 | 17% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 17% |
Top third for disadvantaged students | 0% |
Higher technical for disadvantaged students | 0% |