For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1100 |
Number of girls on roll | 584 |
Number of boys on roll | 516 |
Percentage of girls on roll | 53.1 |
Percentage of boys on roll | 46.9 |
Number of eligible pupils with an EHC plan | 37 |
Percentage of eligible pupils with an EHC plan | 3.4 |
Number of eligible pupils with SEN support | 152 |
Percentage of eligible pupils with SEN support | 13.8 |
No. pupils where English not first language | 40 |
No. pupils with English first language | 1047 |
No. pupils where first language is unclassified | 13 |
% pupils where English not first language | 3.6 |
% pupils with English first language | 95.2 |
No. pupils eligible for free school meals | 360 |
Number of pupils eligible for FSM at any time during the past 6 years | 330 |
Total pupils for FSMEver | 888 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 37.2 |
School address (1) | Ralph Road |
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School address (2) | Staveley |
School town | Chesterfield |
School postcode | S43 3PU |
School telephone number | 01246472220 |
School parliamentary constituency code | E14001391 |
School parliamentary constituency name | North East Derbyshire |
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) | 1100 |
Total boys on roll (including part-time pupils) | 516 |
Total girls on roll (including part-time pupils) | 584 |
Number of pupils at the end of key stage 4 | 197 |
Number of boys at the end of key stage 4 | 93 |
% of pupils at the end of key stage 4 who are boys | 47.20% |
Number of girls at the end of key stage 4 | 104 |
% of pupils at the end key stage 4 who are girls | 52.80% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.6 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 38 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 19.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 114 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 58.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 43 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 22.10% |
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) | 66 |
Percentage of key stage 2 disadvantaged pupils | 33.50% |
Number of key stage 2 pupils who are not disadvantaged | 131 |
Percentage of key stage 2 pupils who are not disadvantaged | 66.50% |
Number of eligible pupils with English as additional language (EAL) | 3 |
Percentage of eligible pupils with English as additional language (EAL) | 1.50% |
Number of eligible pupils with English as first language | 186 |
Percentage of eligible pupils with English as first language | 94.40% |
Number of eligible pupils with unclassified language | 8 |
Percentage of eligible pupils with unclassified language | 4.10% |
Number of pupils at the end of key stage 4 who are non-mobile | 197 |
% 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 | 10 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 36 |
% 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 | 18.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 26 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13.20% |
Total sum of Attainment 8 scores | 7829.8 |
Average Attainment 8 score per pupil | 39.7 |
Total sum of Attainment 8 scores for English element | 1712 |
Average Attainment 8 score per pupil for English element | 8.7 |
Total sum of Attainment 8 scores for mathematics element | 1502 |
Average Attainment 8 score per pupil for mathematics element | 7.6 |
Total sum of Attainment 8 scores for EBacc element | 2202 |
Average Attainment 8 score per pupil for EBacc element | 11.2 |
Total sum of Attainment 8 scores for open element | 2413.8 |
Average Attainment 8 score per pupil for open element | 12.3 |
Total sum of Attainment 8 scores for open element - GCSE only | 1864 |
Average Attainment 8 score per pupil for open element - GCSE only | 9.5 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 549.8 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 2.8 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 195 |
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 | 99% |
Progress 8 measure after adjustment for extreme scores | -0.76 |
Progress 8 lower 95% confidence interval for adjusted average | -0.96 |
Progress 8 upper 95% confidence interval for adjusted average | -0.56 |
Progress 8 measure based on unadjusted pupil scores | -0.77 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.97 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.56 |
Progress 8 measure for English element | -0.73 |
Lower 95% confidence interval for Progress 8 English element | -0.96 |
Upper 95% confidence interval for Progress 8 English element | -0.51 |
Progress 8 measure for mathematics element | -0.89 |
Lower 95% confidence interval for Progress 8 maths element | -1.09 |
Upper 95% confidence interval for Progress 8 maths element | -0.68 |
Progress 8 measure for EBacc element | -0.89 |
Lower 95% confidence interval for Progress 8 EBacc element | -1.12 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.66 |
Progress 8 measure for open element | -0.58 |
Lower 95% confidence interval for Progress 8 open element | -0.81 |
Upper 95% confidence interval for Progress 8 open element | -0.36 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 49.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 28.90% |
Total EBacc APS score per pupil | 638.87 |
Average EBacc APS score per pupil | 3.24 |
Average EBacc APS score per disadvantaged pupil | 2.54 |
Average EBacc APS score per non-disadvantaged pupil | 3.6 |
Average EBacc APS score per pupil with low prior attainment | 1.81 |
Average EBacc APS score per pupil with middle prior attainment | 3.07 |
Average EBacc APS score per pupil with high prior attainment | 4.95 |
Average EBacc APS score per pupil for whom English is an additional language | SUPP |
Average EBacc APS score per girl | 3.4 |
Average EBacc APS score per boy | 3.07 |
Average EBacc APS score per non-mobile pupil | 3.24 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 31 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 15.70% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 8.10% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 4.60% |
Number of pupils entering the English Baccalaureate English subject area | 192 |
% of pupils entering the English Baccalaureate English subject area | 97.50% |
Number of pupils entering the English Baccalaureate Maths subject area | 195 |
% of pupils entering the English Baccalaureate Maths subject area | 99.00% |
Number of pupils entering the English Baccalaureate Science subject area | 191 |
% of pupils entering the English Baccalaureate Science subject area | 97.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 150 |
% of pupils entering the English Baccalaureate Humanities subject area | 76.10% |
Number of pupils entering the English Baccalaureate Language subject area | 39 |
% of pupils entering the English Baccalaureate Language subject area | 19.80% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 65.00% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 45.70% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 53.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 33.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 47.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 29.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 51.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 41.30% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 53.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 41.00% |
Number of pupils included in English Baccalaureate Science Value Added measure | 189 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 99% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 149 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 99% |
Number of pupils included in English Baccalaureate Language Value Added measure | 38 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 97% |
English Baccalaureate Science Value Added measure | -0.87 |
English Baccalaureate Science Value Added lower 95% confidence limit | -1.08 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.66 |
EBacc Humanities VA measure | -0.63 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.91 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.34 |
English Baccalaureate Languages Value Added measure | -1.02 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.64 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.4 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 128 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 90 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 105 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 66 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 90 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 56 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 77 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 62 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 21 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 16 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 30 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 15.20% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 190 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.40% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 190 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.40% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 187 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 97.90% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 143 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 95.30% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 38 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 97.40% |
Average Attainment 8 score per disadvantaged pupil | 32 |
Number of disadvantaged pupils in Progress 8 measure | 65 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.29 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.64 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.95 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.31 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.66 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.96 |
Average Attainment 8 score per non-disadvantaged pupil | 43.7 |
Number of non-disadvantaged pupils in Progress 8 measure | 130 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.49 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.73 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.25 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.49 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.74 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.25 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.4 |
Progress 8 measure for English element - disadvantaged pupils | -1.16 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.56 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.77 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.1 |
Progress 8 measure for maths element - disadvantaged pupils | -1.41 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.77 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.05 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 8.7 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.46 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.86 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.07 |
Average Attainment 8 score per disadvantaged pupil for open element | 9.8 |
Progress 8 measure for open element - disadvantaged pupils | -1.19 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.58 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.8 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.4 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.52 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.8 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.24 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.4 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.63 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.88 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.37 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.4 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.6 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.88 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.32 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 13.5 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.28 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.56 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.1 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.8 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -18 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.45 |
Average Attainment 8 score per pupil with low prior attainment | 23.7 |
Number of pupils with low prior attainment included in Progress 8 measure | 38 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.15 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.6 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.3 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.15 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.61 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.31 |
Average Attainment 8 score per pupil with middle prior attainment | 38.1 |
Number of pupils with middle prior attainment included in Progress 8 measure | 114 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.94 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.2 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.68 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.95 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.21 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.68 |
Average Attainment 8 score per pupil with high prior attainment | 58.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 43 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.82 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.25 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.4 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.84 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.27 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.4 |
Average Attainment 8 score per pupil for whom English is an additional language | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for English element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for open element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | SUPP |
Number of pupils for whom English is an additional language included in Progress 8 measure | SUPP |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | SUPP |
Adjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Average Attainment 8 score per girl | 42.1 |
Average Attainment 8 score per girl for English element | 9.5 |
Average Attainment 8 score per girl for mathematics element | 7.5 |
Average Attainment 8 score per girl for EBacc element | 11.6 |
Average Attainment 8 score per girl for open element | 13.6 |
Average Attainment 8 score per girl - GCSE only | 10.4 |
Average Attainment 8 score per girl - non-GCSE only | 3.2 |
Number of girls included in Progress 8 measure | 104 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | -0.6 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.88 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.33 |
Unadjusted Progress 8 measure - girls | -0.6 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.88 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.33 |
Average Attainment 8 score per boy | 37.1 |
Average Attainment 8 score per boy for English element | 7.8 |
Average Attainment 8 score per boy for mathematics element | 7.8 |
Average Attainment 8 score per boy for EBacc element | 10.8 |
Average Attainment 8 score per boy for open element | 10.8 |
Average Attainment 8 score per boy - GCSE only | 8.4 |
Average Attainment 8 score per boy - non-GCSE only | 2.4 |
Number of boys included in Progress 8 measure | 91 |
Number of boys in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - boys | -0.93 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.22 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.64 |
Unadjusted Progress 8 measure - boys | -0.95 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.25 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.65 |
Average Attainment 8 score per non-mobile pupil | 39.7 |
Average Attainment 8 score per non-mobile pupil for English element | 8.7 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.6 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 11.2 |
Average Attainment 8 score per non-mobile pupil for open element | 12.3 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 9.5 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.8 |
Number of non-mobile pupils included in Progress 8 measure | 195 |
Number of non-mobile pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-mobile pupils | -0.76 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.96 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.56 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.77 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.97 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.56 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
EBacc entered % by low prior attainment | 5.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
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 | 19 |
EBacc entered % by middle prior attainment | 16.70% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 7.90% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 2.60% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 10 |
EBacc entered % by high prior attainment | 23.30% |
EBacc achieved % by high prior attainment - with 9-4 passes | 16.30% |
EBacc achieved % by high prior attainment - with 9-5 passes | 14.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 6.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 20.60% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 1.50% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 11.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.10% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.42 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.97 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.99 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.3 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.66 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.01 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.94 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.31 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.1 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.44 |
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 | -0.94 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.21 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.13 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.99 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.94 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.67 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.41 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.92 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.05 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.89 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.7 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.25 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.56 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.43 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.56 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.64 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.1 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.78 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.68 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.69 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.57 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.31 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.27 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.89 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.33 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.58 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.3 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.68 |
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 | -0.15 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.72 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.42 |
% of boys with entries in all English Baccalaureate subject areas | 8.60% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 4.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 3.20% |
% of girls with entries in all English Baccalaureate subject areas | 22.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 11.50% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 5.80% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 15.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 8.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 4.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | SUPP |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 44.70% |
% of pupils achieving any qualifications | 99.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 27.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 60.30% |
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 | 10.50% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 54 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 47.40% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 38 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 88.40% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 43.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 54.80% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 49.20% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 15.20% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 35.90% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2.60% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 25 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 21.90% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 30 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 69.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 30.10% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 27.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 28.90% |
% of pupils entering more than one language | 0.50% |
% of pupils entering biology, chemistry and physics | 29.40% |
Average number of KS4 entries per pupil | 8 |
Average number of KS4 entries per pupil with low prior attainment | 7.9 |
Average number of KS4 entries per pupil with middle prior attainment | 7.9 |
Average number of KS4 entries per pupil with high prior attainment | 8.3 |
Average number of KS4 entries per disadvantaged pupil | 7.6 |
Average number of KS4 entries per non-disadvantaged pupil | 8.2 |
Average number of GCSE entries per pupil | 7.1 |
Average number of GCSE entries per pupil with low prior attainment | 6.7 |
Average number of GCSE entries per pupil with middle prior attainment | 7 |
Average number of GCSE entries per pupil with high prior attainment | 7.7 |
Average number of GCSE entries per disadvantaged pupil | 6.7 |
Average number of GCSE entries per non-disadvantaged pupil | 7.4 |
Total volume of entries without discounting | 1586 |
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 below average |
Number of pupils completing key stage 4 in 2020/21 | 180 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 169 |
Apprenticeships (number of pupils) | 5 |
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) | 119 |
Further education (number of pupils) | 56 |
School sixth form (number of pupils) | SUPP |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 88% |
Further education (percentage) | 41% |
School sixth form (percentage) | SUPP |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 45 |
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 | 135 |
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) | 131 |
Number of pupils completing key stage 4 in 2019/20 | 189 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 54 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 91% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 135 |
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 | 165 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 44 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 89% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 121 |
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 | 0 |
Upper confidence limit on the progression score for the total cohort | 7 |
Lower confidence limit on the progression score for the total cohort | -7 |
Cohort size | 133 |
Progressed | 77% |
Apprenticeships | 3% |
Higher Education | 73% |
Top third | 20% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 133 |
Progressed for academic/applied general cohort | 77% |
Progression score for academic/applied general cohort | 0 |
Upper confidence limit on the progression score for the academic/applied general cohort | 6 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
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 | 82% |
Apprenticeships for disadvantaged students | 0% |
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) | 114 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 102 |
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) | 61 |
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) | 60 |
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) | 33 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 10 |
Activity not captured in data (All levels of study) (number of students) | 2 |
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) | 7% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 54% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
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) | 29% |
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) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 22 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 18 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 10 |
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) | 7 |
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) | 82% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 5% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 45% |
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) | 32% |
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) | 92 |
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) | 84 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
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) | 51 |
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) | 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) (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) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 8% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 55% |
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) | 28% |
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) | 107 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 98 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 7 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 60 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 60 |
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) | 31 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
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) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 56% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 56% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
Activity not captured in data (Level 3) (percentage) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 19 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 17 |
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) | 0 |
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) | 7 |
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) | 89% |
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) | 0% |
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) | 37% |
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) | 88 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 81 |
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) | 0 |
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) | 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) | 92% |
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) | 0% |
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) | 27% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 4 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 1 |
Further education (level 3 and below) (L1, entry level and other) (number of students) | 1 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
Other education destinations (L1, entry level and other) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
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) | 2 |
Activity not captured in data (L1, entry level and other) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 57% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 14% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 14% |
Further education (level 3 and below) (L1, entry level and other) (percentage) | 14% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
Other education destinations (L1, entry level and other) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 29% |
Activity not captured in data (L1, entry level and other) (percentage) | 14% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 3 |
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) | 0 |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | 0 |
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) | 0% |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | 0% |
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) | 4 |
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) | 0 |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
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) | 0% |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
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 | 0 |
Upper confidence limit on the progression score for the total cohort | 7 |
Lower confidence limit on the progression score for the total cohort | -7 |
Cohort size | 133 |
Progressed | 77% |
Apprenticeships | 3% |
Higher Education | 73% |
Top third | 20% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 133 |
Progressed for academic/applied general cohort | 77% |
Progression score for academic/applied general cohort | 0 |
Upper confidence limit on the progression score for the academic/applied general cohort | 6 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
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 | 82% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |