St Thomas More Catholic School, Blaydon
Secondary Academy school in Blaydon-on-Tyne NE21 4BQ
Secondary Academy school in Blaydon-on-Tyne NE21 4BQ
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1449 |
| Number of girls on roll | 747 |
| Number of boys on roll | 702 |
| Percentage of girls on roll | 51.6 |
| Percentage of boys on roll | 48.4 |
| Number of eligible pupils with an EHC plan | 32 |
| Percentage of eligible pupils with an EHC plan | 2.2 |
| Number of eligible pupils with SEN support | 101 |
| Percentage of eligible pupils with SEN support | 7 |
| No. pupils where English not first language | 97 |
| No. pupils with English first language | 1352 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 6.7 |
| % pupils with English first language | 93.3 |
| No. pupils eligible for free school meals | 238 |
| Number of pupils eligible for FSM at any time during the past 6 years | 237 |
| Total pupils for FSMEver | 1206 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 19.7 |
| School address (1) | Croftdale Road |
|---|---|
| School town | Blaydon-on-Tyne |
| School postcode | NE21 4BQ |
| School telephone number | 01914990111 |
| School parliamentary constituency code | E14001106 |
| School parliamentary constituency name | Blaydon and Consett |
| Religious denomination | Roman Catholic |
| 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) | 1449 |
| Total boys on roll (including part-time pupils) | 702 |
| Total girls on roll (including part-time pupils) | 747 |
| Number of pupils at the end of key stage 4 | 238 |
| Number of boys at the end of key stage 4 | 127 |
| % of pupils at the end of key stage 4 who are boys | 53.40% |
| Number of girls at the end of key stage 4 | 111 |
| % of pupils at the end key stage 4 who are girls | 46.60% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.7 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 23 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 10.00% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 136 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 58.90% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 72 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 31.20% |
| 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) | 56 |
| Percentage of key stage 2 disadvantaged pupils | 23.50% |
| Number of key stage 2 pupils who are not disadvantaged | 182 |
| Percentage of key stage 2 pupils who are not disadvantaged | 76.50% |
| Number of eligible pupils with English as additional language (EAL) | 19 |
| Percentage of eligible pupils with English as additional language (EAL) | 8.00% |
| Number of eligible pupils with English as first language | 219 |
| Percentage of eligible pupils with English as first language | 92.00% |
| 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 | 234 |
| % of pupils at the end of key stage 4 who are non-mobile | 98.30% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 8 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 27 |
| % 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 | 11.30% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 19 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 8.00% |
| Total sum of Attainment 8 scores | 12291 |
| Average Attainment 8 score per pupil | 51.6 |
| Total sum of Attainment 8 scores for English element | 2567 |
| Average Attainment 8 score per pupil for English element | 10.8 |
| Total sum of Attainment 8 scores for mathematics element | 2506 |
| Average Attainment 8 score per pupil for mathematics element | 10.5 |
| Total sum of Attainment 8 scores for EBacc element | 3551.5 |
| Average Attainment 8 score per pupil for EBacc element | 14.9 |
| Total sum of Attainment 8 scores for open element | 3666.5 |
| Average Attainment 8 score per pupil for open element | 15.4 |
| Total sum of Attainment 8 scores for open element - GCSE only | 3260.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 13.7 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 406 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 1.7 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
| Number of pupils included in Progress 8 measure | 231 |
| Number of pupils who have had P8 score adjusted in average | 2 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 97% |
| Progress 8 measure after adjustment for extreme scores | 0.05 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.13 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.24 |
| Progress 8 measure based on unadjusted pupil scores | 0.05 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.14 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.23 |
| Progress 8 measure for English element | -0.03 |
| Lower 95% confidence interval for Progress 8 English element | -0.24 |
| Upper 95% confidence interval for Progress 8 English element | 0.17 |
| Progress 8 measure for mathematics element | 0.13 |
| Lower 95% confidence interval for Progress 8 maths element | -0.06 |
| Upper 95% confidence interval for Progress 8 maths element | 0.33 |
| Progress 8 measure for EBacc element | -0.03 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.24 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.18 |
| Progress 8 measure for open element | 0.13 |
| Lower 95% confidence interval for Progress 8 open element | -0.08 |
| Upper 95% confidence interval for Progress 8 open element | 0.34 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 77.30% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 57.10% |
| Total EBacc APS score per pupil | 1132.02 |
| Average EBacc APS score per pupil | 4.76 |
| Average EBacc APS score per disadvantaged pupil | 3.74 |
| Average EBacc APS score per non-disadvantaged pupil | 5.07 |
| Average EBacc APS score per pupil with low prior attainment | 2.22 |
| Average EBacc APS score per pupil with middle prior attainment | 4.37 |
| Average EBacc APS score per pupil with high prior attainment | 6.32 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.31 |
| Average EBacc APS score per girl | 4.92 |
| Average EBacc APS score per boy | 4.61 |
| Average EBacc APS score per non-mobile pupil | 4.8 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 173 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 72.70% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 45.00% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 26.50% |
| Number of pupils entering the English Baccalaureate English subject area | 233 |
| % of pupils entering the English Baccalaureate English subject area | 97.90% |
| Number of pupils entering the English Baccalaureate Maths subject area | 236 |
| % of pupils entering the English Baccalaureate Maths subject area | 99.20% |
| Number of pupils entering the English Baccalaureate Science subject area | 232 |
| % of pupils entering the English Baccalaureate Science subject area | 97.50% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 226 |
| % of pupils entering the English Baccalaureate Humanities subject area | 95.00% |
| Number of pupils entering the English Baccalaureate Language subject area | 175 |
| % of pupils entering the English Baccalaureate Language subject area | 73.50% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 81.50% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 68.50% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 86.60% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 64.70% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 73.70% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 53.40% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 69.90% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 54.90% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 63.40% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 41.10% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 225 |
| 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 | 220 |
| 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 | 174 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 99% |
| English Baccalaureate Science Value Added measure | -0.02 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.21 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.17 |
| EBacc Humanities VA measure | 0.02 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.21 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.26 |
| English Baccalaureate Languages Value Added measure | -0.74 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -1.03 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -0.44 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 194 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 163 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 206 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 154 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 171 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 124 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 158 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 124 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 111 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 72 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 172 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 72.30% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 233 |
| % 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 | 235 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.70% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 232 |
| % 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 | 225 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.60% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 174 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.40% |
| Average Attainment 8 score per disadvantaged pupil | 41.9 |
| Number of disadvantaged pupils in Progress 8 measure | 52 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.46 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.84 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.07 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.46 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.85 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.07 |
| Average Attainment 8 score per non-disadvantaged pupil | 54.6 |
| Number of non-disadvantaged pupils in Progress 8 measure | 179 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.2 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.41 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.2 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.02 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.41 |
| Average Attainment 8 score per disadvantaged pupil for English element | 9.1 |
| Progress 8 measure for English element - disadvantaged pupils | -0.48 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.92 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.04 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 9 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.11 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.51 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.29 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.6 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.62 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.07 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.18 |
| Average Attainment 8 score per disadvantaged pupil for open element | 12.2 |
| Progress 8 measure for open element - disadvantaged pupils | -0.52 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.96 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.08 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 11.3 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.1 |
| 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 | 0.33 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.21 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.01 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.42 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.9 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.14 |
| 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 | 0.38 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 16.4 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.31 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.08 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.55 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 10.3 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.6 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -8.1 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.62 |
| Average Attainment 8 score per pupil with low prior attainment | 26.8 |
| Number of pupils with low prior attainment included in Progress 8 measure | 23 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.2 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.78 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.38 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.2 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.79 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.39 |
| Average Attainment 8 score per pupil with middle prior attainment | 47.8 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 136 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.12 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.11 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.36 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.12 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.12 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.36 |
| Average Attainment 8 score per pupil with high prior attainment | 66.7 |
| Number of pupils with high prior attainment included in Progress 8 measure | 72 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.01 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.32 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.33 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.34 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.33 |
| Average Attainment 8 score per pupil for whom English is an additional language | 47.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 13.3 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 12 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.4 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 12 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | -0.25 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -1.05 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.56 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | -0.3 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -1.12 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.51 |
| Average Attainment 8 score per girl | 54.1 |
| Average Attainment 8 score per girl for English element | 11.4 |
| Average Attainment 8 score per girl for mathematics element | 10.5 |
| Average Attainment 8 score per girl for EBacc element | 15.2 |
| Average Attainment 8 score per girl for open element | 17 |
| Average Attainment 8 score per girl - GCSE only | 15.2 |
| Average Attainment 8 score per girl - non-GCSE only | 1.8 |
| Number of girls included in Progress 8 measure | 109 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | 0.14 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.13 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.41 |
| Unadjusted Progress 8 measure - girls | 0.13 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.14 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.4 |
| Average Attainment 8 score per boy | 49.5 |
| Average Attainment 8 score per boy for English element | 10.2 |
| Average Attainment 8 score per boy for mathematics element | 10.6 |
| Average Attainment 8 score per boy for EBacc element | 14.6 |
| Average Attainment 8 score per boy for open element | 14 |
| Average Attainment 8 score per boy - GCSE only | 12.4 |
| Average Attainment 8 score per boy - non-GCSE only | 1.6 |
| Number of boys included in Progress 8 measure | 122 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | -0.02 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.27 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.23 |
| Unadjusted Progress 8 measure - boys | -0.03 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.28 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.23 |
| Average Attainment 8 score per non-mobile pupil | 52 |
| Average Attainment 8 score per non-mobile pupil for English element | 10.8 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 10.6 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 15.1 |
| Average Attainment 8 score per non-mobile pupil for open element | 15.5 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 13.8 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.7 |
| Number of non-mobile pupils included in Progress 8 measure | 229 |
| Number of non-mobile pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.07 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.11 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.25 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.06 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.12 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.25 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
| EBacc entered % by low prior attainment | 17.40% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 4.30% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 101 |
| EBacc entered % by middle prior attainment | 74.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 39.70% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 16.20% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 67 |
| EBacc entered % by high prior attainment | 93.10% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 70.80% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 55.60% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 57.10% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 77.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 19.60% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 7.10% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 52.70% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 32.40% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.14 |
| 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 | 0.02 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.45 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.1 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0 |
| 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 | 0.08 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.7 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.22 |
| 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 | -0.62 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.94 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.31 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.6 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.05 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.85 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.31 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.12 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.5 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.77 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.22 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.27 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.36 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.33 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.19 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.21 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.48 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.05 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.8 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.79 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.3 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.31 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.51 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.34 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.65 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.98 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.28 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.92 |
| 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 | -0.24 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.01 |
| 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 | -1.4 |
| % of boys with entries in all English Baccalaureate subject areas | 67.70% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 37.80% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 23.60% |
| % of girls with entries in all English Baccalaureate subject areas | 78.40% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 53.20% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 29.70% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 73.90% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 45.70% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 26.90% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 47.40% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 36.80% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 15.80% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 72.70% |
| % of pupils achieving any qualifications | 99.20% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 60.70% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 82.40% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 4 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 17.40% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 103 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 75.70% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 71 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 98.60% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 72.40% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 82.90% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 73.70% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 77.80% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 35.70% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 63.70% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 8.70% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 64 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 47.10% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 65 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 90.30% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 58.30% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 55.90% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 42.10% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 57.30% |
| % of pupils entering more than one language | 1.70% |
| % of pupils entering biology, chemistry and physics | 22.70% |
| Average number of KS4 entries per pupil | 8.9 |
| Average number of KS4 entries per pupil with low prior attainment | 7.7 |
| Average number of KS4 entries per pupil with middle prior attainment | 9 |
| Average number of KS4 entries per pupil with high prior attainment | 9.2 |
| Average number of KS4 entries per disadvantaged pupil | 8.7 |
| Average number of KS4 entries per non-disadvantaged pupil | 9 |
| Average number of GCSE entries per pupil | 8.3 |
| Average number of GCSE entries per pupil with low prior attainment | 6.4 |
| Average number of GCSE entries per pupil with middle prior attainment | 8.2 |
| Average number of GCSE entries per pupil with high prior attainment | 9 |
| Average number of GCSE entries per disadvantaged pupil | 7.7 |
| Average number of GCSE entries per non-disadvantaged pupil | 8.4 |
| Total volume of entries without discounting | 2137 |
| 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 | 236 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 222 |
| Apprenticeships (number of pupils) | 2 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 7 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 175 |
| Further education (number of pupils) | SUPP |
| School sixth form (number of pupils) | 114 |
| 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) | 7 |
| Activity not captured (number of pupils) | 2 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
| Apprenticeships (percentage) | 1% |
| 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) | 91% |
| Further education (percentage) | SUPP |
| School sixth form (percentage) | 59% |
| 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) | 4% |
| Activity not captured (percentage) | 1% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 43 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 38 |
| 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 | 193 |
| 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) | 184 |
| Number of pupils completing key stage 4 in 2019/20 | 245 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 37 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 208 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
| Number of pupils completing key stage 4 in 2018/19 | 239 |
| 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 | 34 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 205 |
| 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) | 0 |
|---|---|
| Progression score for the total cohort | 3 |
| Upper confidence limit on the progression score for the total cohort | 10 |
| Lower confidence limit on the progression score for the total cohort | -4 |
| Cohort size | 120 |
| Progressed | 75% |
| Apprenticeships | 3% |
| Higher Education | 71% |
| Top third | 33% |
| Higher technical | 1% |
| Cohort size for academic/applied general cohort | 91 |
| Progressed for academic/applied general cohort | 87% |
| 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 | 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 | 29 |
| Progressed for other level 3 qualifications cohort | 38% |
| Score for other level 3 qualifications cohort | -7 |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | 10 |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | -24 |
| Progressed for disadvantaged students | 67% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 44% |
| Top third for disadvantaged students | 11% |
| 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) | 131 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 117 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 15 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 76 |
| Further education (level 3 and below) (All levels of study) (number of students) | 7 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 69 |
| 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) | 26 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 11 |
| Activity not captured in data (All levels of study) (number of students) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 89% |
| 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) | 58% |
| Further education (level 3 and below) (All levels of study) (percentage) | 5% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 53% |
| Other education destinations (All levels of study) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 20% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 8% |
| Activity not captured in data (All levels of study) (percentage) | 2% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 8 |
| 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) | 6 |
| 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) | 75% |
| 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) | 123 |
| 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) | 70 |
| 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) | 57% |
| 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) | 129 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 115 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 15 |
| 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) | 5 |
| Higher education (level 4 and above) (Level 3) (number of students) | 69 |
| 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) | 26 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 11 |
| Activity not captured in data (Level 3) (number of students) | 3 |
| 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) | 12% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 57% |
| Further education (level 3 and below) (Level 3) (percentage) | 4% |
| Higher education (level 4 and above) (Level 3) (percentage) | 53% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 20% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
| Activity not captured in data (Level 3) (percentage) | 2% |
| 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) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
| Other education destinations (Level 2) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Activity not captured in data (Level 2) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
| Other education destinations (Level 2) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Activity not captured in data (Level 2) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 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 | 3 |
| Upper confidence limit on the progression score for the total cohort | 10 |
| Lower confidence limit on the progression score for the total cohort | -4 |
| Cohort size | 120 |
| Progressed | 75% |
| Apprenticeships | 3% |
| Higher Education | 71% |
| Top third | 33% |
| Higher technical | 1% |
| Cohort size for academic/applied general cohort | 91 |
| Progressed for academic/applied general cohort | 87% |
| 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 | 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 | 29 |
| Progressed for other level 3 qualifications cohort | 38% |
| Score for other level 3 qualifications cohort | -7 |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | 10 |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | -24 |
| Progressed for disadvantaged students | 67% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 44% |
| Top third for disadvantaged students | 11% |
| Higher technical for disadvantaged students | SUPP |