For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1354 |
Number of girls on roll | 608 |
Number of boys on roll | 746 |
Percentage of girls on roll | 44.9 |
Percentage of boys on roll | 55.1 |
Number of eligible pupils with an EHC plan | 57 |
Percentage of eligible pupils with an EHC plan | 4.2 |
Number of eligible pupils with SEN support | 125 |
Percentage of eligible pupils with SEN support | 9.2 |
No. pupils where English not first language | 87 |
No. pupils with English first language | 1267 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 6.4 |
% pupils with English first language | 93.6 |
No. pupils eligible for free school meals | 65 |
Number of pupils eligible for FSM at any time during the past 6 years | 72 |
Total pupils for FSMEver | 1099 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 6.6 |
School address (1) | Claygate Lane |
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School address (2) | Hinchley Wood |
School town | Esher |
School postcode | KT10 0AQ |
School telephone number | 02083987161 |
School parliamentary constituency code | E14001230 |
School parliamentary constituency name | Esher and Walton |
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) | 1354 |
Total boys on roll (including part-time pupils) | 746 |
Total girls on roll (including part-time pupils) | 608 |
Number of pupils at the end of key stage 4 | 216 |
Number of boys at the end of key stage 4 | 116 |
% of pupils at the end of key stage 4 who are boys | 53.70% |
Number of girls at the end of key stage 4 | 100 |
% of pupils at the end key stage 4 who are girls | 46.30% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 107.9 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 19 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 9.00% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 105 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 50.00% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 86 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 41.00% |
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) | 17 |
Percentage of key stage 2 disadvantaged pupils | 7.90% |
Number of key stage 2 pupils who are not disadvantaged | 199 |
Percentage of key stage 2 pupils who are not disadvantaged | 92.10% |
Number of eligible pupils with English as additional language (EAL) | 15 |
Percentage of eligible pupils with English as additional language (EAL) | 6.90% |
Number of eligible pupils with English as first language | 201 |
Percentage of eligible pupils with English as first language | 93.10% |
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 | 216 |
% of pupils at the end of key stage 4 who are non-mobile | 100.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 7 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 30 |
% 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 | 13.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 23 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 10.60% |
Total sum of Attainment 8 scores | 13087.5 |
Average Attainment 8 score per pupil | 60.6 |
Total sum of Attainment 8 scores for English element | 2637 |
Average Attainment 8 score per pupil for English element | 12.2 |
Total sum of Attainment 8 scores for mathematics element | 2604 |
Average Attainment 8 score per pupil for mathematics element | 12.1 |
Total sum of Attainment 8 scores for EBacc element | 3989 |
Average Attainment 8 score per pupil for EBacc element | 18.5 |
Total sum of Attainment 8 scores for open element | 3857.5 |
Average Attainment 8 score per pupil for open element | 17.9 |
Total sum of Attainment 8 scores for open element - GCSE only | 3857.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 17.9 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 0 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0 |
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 | 210 |
Number of pupils who have had P8 score adjusted in average | 3 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 97% |
Progress 8 measure after adjustment for extreme scores | 0.69 |
Progress 8 lower 95% confidence interval for adjusted average | 0.5 |
Progress 8 upper 95% confidence interval for adjusted average | 0.88 |
Progress 8 measure based on unadjusted pupil scores | 0.68 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.48 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.87 |
Progress 8 measure for English element | 0.44 |
Lower 95% confidence interval for Progress 8 English element | 0.22 |
Upper 95% confidence interval for Progress 8 English element | 0.65 |
Progress 8 measure for mathematics element | 0.65 |
Lower 95% confidence interval for Progress 8 maths element | 0.45 |
Upper 95% confidence interval for Progress 8 maths element | 0.85 |
Progress 8 measure for EBacc element | 0.85 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.62 |
Upper 95% confidence interval for Progress 8 EBacc element | 1.07 |
Progress 8 measure for open element | 0.69 |
Lower 95% confidence interval for Progress 8 open element | 0.47 |
Upper 95% confidence interval for Progress 8 open element | 0.9 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 88.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 75.00% |
Total EBacc APS score per pupil | 1156.63 |
Average EBacc APS score per pupil | 5.35 |
Average EBacc APS score per disadvantaged pupil | 2.93 |
Average EBacc APS score per non-disadvantaged pupil | 5.56 |
Average EBacc APS score per pupil with low prior attainment | 3.14 |
Average EBacc APS score per pupil with middle prior attainment | 4.63 |
Average EBacc APS score per pupil with high prior attainment | 6.74 |
Average EBacc APS score per pupil for whom English is an additional language | 6.06 |
Average EBacc APS score per girl | 5.5 |
Average EBacc APS score per boy | 5.23 |
Average EBacc APS score per non-mobile pupil | 5.35 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 71 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 32.90% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 29.20% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 25.50% |
Number of pupils entering the English Baccalaureate English subject area | 207 |
% of pupils entering the English Baccalaureate English subject area | 95.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 214 |
% of pupils entering the English Baccalaureate Maths subject area | 99.10% |
Number of pupils entering the English Baccalaureate Science subject area | 208 |
% of pupils entering the English Baccalaureate Science subject area | 96.30% |
Number of pupils entering the English Baccalaureate Humanities subject area | 178 |
% of pupils entering the English Baccalaureate Humanities subject area | 82.40% |
Number of pupils entering the English Baccalaureate Language subject area | 90 |
% of pupils entering the English Baccalaureate Language subject area | 41.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 90.70% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 81.90% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 90.70% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 79.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 89.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 76.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 89.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 80.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 85.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 76.70% |
Number of pupils included in English Baccalaureate Science Value Added measure | 202 |
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 | 175 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
Number of pupils included in English Baccalaureate Language Value Added measure | 86 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 96% |
English Baccalaureate Science Value Added measure | 0.94 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.74 |
English Baccalaureate Science Value Added upper 95% confidence limit | 1.14 |
EBacc Humanities VA measure | 1.12 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.86 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.39 |
English Baccalaureate Languages Value Added measure | 0.71 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.3 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.13 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 196 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 177 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 196 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 171 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 187 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 160 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 159 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 144 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 77 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 69 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 71 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 32.90% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 207 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 95.80% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 214 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.10% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 208 |
% 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 | 177 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.40% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 90 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 34.6 |
Number of disadvantaged pupils in Progress 8 measure | 17 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.1 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.77 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.43 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.12 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.81 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.44 |
Average Attainment 8 score per non-disadvantaged pupil | 62.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 193 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.85 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.65 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.05 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.83 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.63 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.04 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.6 |
Progress 8 measure for English element - disadvantaged pupils | -1.12 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.89 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.36 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.9 |
Progress 8 measure for maths element - disadvantaged pupils | -0.6 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.3 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.11 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.4 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.33 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -2.11 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.55 |
Average Attainment 8 score per disadvantaged pupil for open element | 9.8 |
Progress 8 measure for open element - disadvantaged pupils | -1.27 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.04 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.5 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 12.6 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.57 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.35 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.8 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12.4 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.76 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.55 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.97 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 19.2 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.04 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.81 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.27 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 18.6 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.86 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.63 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.09 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 18.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -15.4 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.26 |
Average Attainment 8 score per pupil with low prior attainment | 36.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 19 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.71 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.07 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.35 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.71 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.06 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.36 |
Average Attainment 8 score per pupil with middle prior attainment | 53.9 |
Number of pupils with middle prior attainment included in Progress 8 measure | 105 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.59 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.32 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.86 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.57 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.29 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.85 |
Average Attainment 8 score per pupil with high prior attainment | 74.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 86 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.8 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.5 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.1 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.8 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.49 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.1 |
Average Attainment 8 score per pupil for whom English is an additional language | 65 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.8 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12.4 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 20.8 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 19 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 19 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 14 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 1.31 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.57 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.05 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.31 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.55 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.07 |
Average Attainment 8 score per girl | 62.2 |
Average Attainment 8 score per girl for English element | 12.8 |
Average Attainment 8 score per girl for mathematics element | 11.7 |
Average Attainment 8 score per girl for EBacc element | 18.5 |
Average Attainment 8 score per girl for open element | 19.2 |
Average Attainment 8 score per girl - GCSE only | 19.2 |
Average Attainment 8 score per girl - non-GCSE only | 0 |
Number of girls included in Progress 8 measure | 96 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.82 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.53 |
Adjusted Progress 8 upper 95% confidence interval - girls | 1.1 |
Unadjusted Progress 8 measure - girls | 0.8 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.51 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 1.09 |
Average Attainment 8 score per boy | 59.2 |
Average Attainment 8 score per boy for English element | 11.7 |
Average Attainment 8 score per boy for mathematics element | 12.4 |
Average Attainment 8 score per boy for EBacc element | 18.4 |
Average Attainment 8 score per boy for open element | 16.7 |
Average Attainment 8 score per boy - GCSE only | 16.7 |
Average Attainment 8 score per boy - non-GCSE only | 0 |
Number of boys included in Progress 8 measure | 114 |
Number of boys in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - boys | 0.58 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.32 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.84 |
Unadjusted Progress 8 measure - boys | 0.57 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.31 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.84 |
Average Attainment 8 score per non-mobile pupil | 60.6 |
Average Attainment 8 score per non-mobile pupil for English element | 12.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 12.1 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 18.5 |
Average Attainment 8 score per non-mobile pupil for open element | 17.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 17.9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
Number of non-mobile pupils included in Progress 8 measure | 210 |
Number of non-mobile pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-mobile pupils | 0.69 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.5 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.88 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.68 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.48 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.87 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 6 |
EBacc entered % by low prior attainment | 31.60% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 10.50% |
EBacc achieved % by low prior attainment - with 9-5 passes | 5.30% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 23 |
EBacc entered % by middle prior attainment | 21.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 20.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 15.20% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 40 |
EBacc entered % by high prior attainment | 46.50% |
EBacc achieved % by high prior attainment - with 9-4 passes | 45.30% |
EBacc achieved % by high prior attainment - with 9-5 passes | 43.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 11.80% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 34.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 5.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 5.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 31.20% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 27.10% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.84 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.99 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.9 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.25 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.02 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.02 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.24 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.03 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.69 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.23 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.23 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.87 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.67 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.72 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.54 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.05 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.23 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.81 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.51 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.17 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.28 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.7 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.21 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.59 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.41 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.79 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.5 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.96 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.89 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.15 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.62 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.85 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.42 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.63 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.15 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.3 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.68 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.22 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.54 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.2 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.24 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.11 |
% of boys with entries in all English Baccalaureate subject areas | 28.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 24.10% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 19.80% |
% of girls with entries in all English Baccalaureate subject areas | 38.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 35.00% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 32.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 32.90% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 29.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 25.50% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 46.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 46.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 33.30% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 85.60% |
% of pupils achieving any qualifications | 99.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 41.20% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 92.50% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 9 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 47.40% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 91 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 86.70% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 85 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 98.80% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 86.20% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 91.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 100.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 88.40% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 35.30% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 78.40% |
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 | 10.50% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 71 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 67.60% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 85 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 98.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 75.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 75.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 73.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 75.00% |
% of pupils entering more than one language | 3.20% |
% of pupils entering biology, chemistry and physics | 22.70% |
Average number of KS4 entries per pupil | 7.9 |
Average number of KS4 entries per pupil with low prior attainment | 7.6 |
Average number of KS4 entries per pupil with middle prior attainment | 7.6 |
Average number of KS4 entries per pupil with high prior attainment | 8.3 |
Average number of KS4 entries per disadvantaged pupil | 6.1 |
Average number of KS4 entries per non-disadvantaged pupil | 8.1 |
Average number of GCSE entries per pupil | 7.9 |
Average number of GCSE entries per pupil with low prior attainment | 7.6 |
Average number of GCSE entries per pupil with middle prior attainment | 7.6 |
Average number of GCSE entries per pupil with high prior attainment | 8.3 |
Average number of GCSE entries per disadvantaged pupil | 6.1 |
Average number of GCSE entries per non-disadvantaged pupil | 8.1 |
Total volume of entries without discounting | 1718 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Well above average |
Number of pupils completing key stage 4 in 2020/21 | 223 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 214 |
Apprenticeships (number of pupils) | 3 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 4 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 193 |
Further education (number of pupils) | 21 |
School sixth form (number of pupils) | 86 |
Sixth form college (number of pupils) | 86 |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 98% |
Apprenticeships (percentage) | 1% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 95% |
Further education (percentage) | 10% |
School sixth form (percentage) | 42% |
Sixth form college (percentage) | 42% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 19 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 14 |
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 | 204 |
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) | 200 |
Number of pupils completing key stage 4 in 2019/20 | 218 |
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 | 25 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 193 |
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 | 215 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 16 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 199 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 2 |
Upper confidence limit on the progression score for the total cohort | 9 |
Lower confidence limit on the progression score for the total cohort | -5 |
Cohort size | 138 |
Progressed | 87% |
Apprenticeships | 4% |
Higher Education | 81% |
Top third | 52% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 138 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -4 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 146 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 132 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 8 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 98 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 97 |
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) | 13 |
Activity not captured in data (All levels of study) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 5% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 67% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 66% |
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) | 18% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
Activity not captured in data (All levels of study) (percentage) | 1% |
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) | 3 |
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) | 2 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
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) | 50% |
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) | 33% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 140 |
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) | 95 |
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) | 24 |
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) | 13 |
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) | 68% |
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) | 17% |
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) | 9% |
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) | 146 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 132 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 8 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 98 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 97 |
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) | 13 |
Activity not captured in data (Level 3) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 5% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 67% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 66% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 18% |
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) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 6 |
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) | 3 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 2 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 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) | 50% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 33% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 140 |
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) | 95 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 24 |
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) | 13 |
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) | 68% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 17% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 9% |
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) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 2 |
Upper confidence limit on the progression score for the total cohort | 9 |
Lower confidence limit on the progression score for the total cohort | -5 |
Cohort size | 138 |
Progressed | 87% |
Apprenticeships | 4% |
Higher Education | 81% |
Top third | 52% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 138 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -4 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |