For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1374 |
Number of girls on roll | 754 |
Number of boys on roll | 620 |
Percentage of girls on roll | 54.9 |
Percentage of boys on roll | 45.1 |
Number of eligible pupils with an EHC plan | 54 |
Percentage of eligible pupils with an EHC plan | 3.9 |
Number of eligible pupils with SEN support | 84 |
Percentage of eligible pupils with SEN support | 6.1 |
No. pupils where English not first language | 144 |
No. pupils with English first language | 1230 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 10.5 |
% pupils with English first language | 89.5 |
No. pupils eligible for free school meals | 196 |
Number of pupils eligible for FSM at any time during the past 6 years | 195 |
Total pupils for FSMEver | 1168 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 16.7 |
School address (1) | Longmead Road |
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School town | Epsom |
School postcode | KT19 9BH |
School telephone number | 01372745333 |
School parliamentary constituency code | E14001227 |
School parliamentary constituency name | Epsom and Ewell |
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) | 1374 |
Total boys on roll (including part-time pupils) | 620 |
Total girls on roll (including part-time pupils) | 754 |
Number of pupils at the end of key stage 4 | 205 |
Number of boys at the end of key stage 4 | 97 |
% of pupils at the end of key stage 4 who are boys | 47.30% |
Number of girls at the end of key stage 4 | 108 |
% of pupils at the end key stage 4 who are girls | 52.70% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.4 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 42 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 21.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 107 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 54.90% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 46 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 23.60% |
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) | 33 |
Percentage of key stage 2 disadvantaged pupils | 16.10% |
Number of key stage 2 pupils who are not disadvantaged | 172 |
Percentage of key stage 2 pupils who are not disadvantaged | 83.90% |
Number of eligible pupils with English as additional language (EAL) | 24 |
Percentage of eligible pupils with English as additional language (EAL) | 11.70% |
Number of eligible pupils with English as first language | 181 |
Percentage of eligible pupils with English as first language | 88.30% |
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 | 204 |
% of pupils at the end of key stage 4 who are non-mobile | 99.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 9 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 21 |
% 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 | 10.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 12 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 5.90% |
Total sum of Attainment 8 scores | 10076 |
Average Attainment 8 score per pupil | 49.2 |
Total sum of Attainment 8 scores for English element | 2162 |
Average Attainment 8 score per pupil for English element | 10.5 |
Total sum of Attainment 8 scores for mathematics element | 1870 |
Average Attainment 8 score per pupil for mathematics element | 9.1 |
Total sum of Attainment 8 scores for EBacc element | 3096 |
Average Attainment 8 score per pupil for EBacc element | 15.1 |
Total sum of Attainment 8 scores for open element | 2948 |
Average Attainment 8 score per pupil for open element | 14.4 |
Total sum of Attainment 8 scores for open element - GCSE only | 2706.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 13.2 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 241.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.2 |
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 | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 95% |
Progress 8 measure after adjustment for extreme scores | 0.28 |
Progress 8 lower 95% confidence interval for adjusted average | 0.08 |
Progress 8 upper 95% confidence interval for adjusted average | 0.47 |
Progress 8 measure based on unadjusted pupil scores | 0.27 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.07 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.48 |
Progress 8 measure for English element | 0.3 |
Lower 95% confidence interval for Progress 8 English element | 0.08 |
Upper 95% confidence interval for Progress 8 English element | 0.53 |
Progress 8 measure for mathematics element | -0.05 |
Lower 95% confidence interval for Progress 8 maths element | -0.26 |
Upper 95% confidence interval for Progress 8 maths element | 0.16 |
Progress 8 measure for EBacc element | 0.52 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.29 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.75 |
Progress 8 measure for open element | 0.22 |
Lower 95% confidence interval for Progress 8 open element | 0 |
Upper 95% confidence interval for Progress 8 open element | 0.45 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 68.80% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 47.80% |
Total EBacc APS score per pupil | 883.19 |
Average EBacc APS score per pupil | 4.31 |
Average EBacc APS score per disadvantaged pupil | 2.73 |
Average EBacc APS score per non-disadvantaged pupil | 4.61 |
Average EBacc APS score per pupil with low prior attainment | 2.56 |
Average EBacc APS score per pupil with middle prior attainment | 4.27 |
Average EBacc APS score per pupil with high prior attainment | 6.04 |
Average EBacc APS score per pupil for whom English is an additional language | 4.34 |
Average EBacc APS score per girl | 4.51 |
Average EBacc APS score per boy | 4.08 |
Average EBacc APS score per non-mobile pupil | 4.32 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 45 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 22.00% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 17.60% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 12.20% |
Number of pupils entering the English Baccalaureate English subject area | 195 |
% of pupils entering the English Baccalaureate English subject area | 95.10% |
Number of pupils entering the English Baccalaureate Maths subject area | 201 |
% of pupils entering the English Baccalaureate Maths subject area | 98.00% |
Number of pupils entering the English Baccalaureate Science subject area | 196 |
% of pupils entering the English Baccalaureate Science subject area | 95.60% |
Number of pupils entering the English Baccalaureate Humanities subject area | 170 |
% of pupils entering the English Baccalaureate Humanities subject area | 82.90% |
Number of pupils entering the English Baccalaureate Language subject area | 64 |
% of pupils entering the English Baccalaureate Language subject area | 31.20% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 76.60% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 60.00% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 72.20% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 53.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 76.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 61.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 60.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 52.40% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 95.30% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 73.40% |
Number of pupils included in English Baccalaureate Science Value Added measure | 188 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 96% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 163 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 96% |
Number of pupils included in English Baccalaureate Language Value Added measure | 61 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 95% |
English Baccalaureate Science Value Added measure | 0.66 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.45 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.87 |
EBacc Humanities VA measure | 0.23 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.05 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.5 |
English Baccalaureate Languages Value Added measure | 0.96 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.47 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.45 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 157 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 123 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 148 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 110 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 149 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 120 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 102 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 89 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 61 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 47 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 44 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 21.50% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 195 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 95.10% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 200 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.60% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 192 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 169 |
% 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 | 64 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 32.7 |
Number of disadvantaged pupils in Progress 8 measure | 31 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.83 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.33 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.33 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.83 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.34 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.32 |
Average Attainment 8 score per non-disadvantaged pupil | 52.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 164 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.48 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.27 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.7 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.48 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.26 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.7 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.1 |
Progress 8 measure for English element - disadvantaged pupils | -0.4 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.97 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.16 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6 |
Progress 8 measure for maths element - disadvantaged pupils | -1 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.53 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.48 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.2 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.89 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.46 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.31 |
Average Attainment 8 score per disadvantaged pupil for open element | 9.5 |
Progress 8 measure for open element - disadvantaged pupils | -0.93 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.5 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.37 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.44 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.19 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.68 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.7 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.13 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.09 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.36 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.2 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.78 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.53 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.03 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15.3 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.44 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.2 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.69 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.6 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.2 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -17.3 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.99 |
Average Attainment 8 score per pupil with low prior attainment | 30.5 |
Number of pupils with low prior attainment included in Progress 8 measure | 42 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.29 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.14 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.72 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.29 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.14 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.73 |
Average Attainment 8 score per pupil with middle prior attainment | 49.2 |
Number of pupils with middle prior attainment included in Progress 8 measure | 107 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.35 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.08 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.62 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.34 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.07 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.62 |
Average Attainment 8 score per pupil with high prior attainment | 66.7 |
Number of pupils with high prior attainment included in Progress 8 measure | 46 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.1 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.31 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.5 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.1 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.32 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.51 |
Average Attainment 8 score per pupil for whom English is an additional language | 47.8 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.4 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.4 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.1 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.9 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.2 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 20 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.63 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.01 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.25 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.63 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.26 |
Average Attainment 8 score per girl | 52.1 |
Average Attainment 8 score per girl for English element | 11.7 |
Average Attainment 8 score per girl for mathematics element | 9 |
Average Attainment 8 score per girl for EBacc element | 15.5 |
Average Attainment 8 score per girl for open element | 15.9 |
Average Attainment 8 score per girl - GCSE only | 14.5 |
Average Attainment 8 score per girl - non-GCSE only | 1.4 |
Number of girls included in Progress 8 measure | 103 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | 0.36 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.08 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.63 |
Unadjusted Progress 8 measure - girls | 0.35 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.07 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.63 |
Average Attainment 8 score per boy | 45.9 |
Average Attainment 8 score per boy for English element | 9.3 |
Average Attainment 8 score per boy for mathematics element | 9.3 |
Average Attainment 8 score per boy for EBacc element | 14.6 |
Average Attainment 8 score per boy for open element | 12.7 |
Average Attainment 8 score per boy - GCSE only | 11.8 |
Average Attainment 8 score per boy - non-GCSE only | 0.9 |
Number of boys included in Progress 8 measure | 92 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.18 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.1 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.47 |
Unadjusted Progress 8 measure - boys | 0.18 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.11 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.48 |
Average Attainment 8 score per non-mobile pupil | 49.3 |
Average Attainment 8 score per non-mobile pupil for English element | 10.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.2 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 15.1 |
Average Attainment 8 score per non-mobile pupil for open element | 14.5 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 13.3 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.2 |
Number of non-mobile pupils included in Progress 8 measure | 195 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | 0.28 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.08 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.47 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.27 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.07 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.48 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by low prior attainment | 9.50% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.40% |
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 | 22 |
EBacc entered % by middle prior attainment | 20.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 15.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 8.40% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 18 |
EBacc entered % by high prior attainment | 39.10% |
EBacc achieved % by high prior attainment - with 9-4 passes | 39.10% |
EBacc achieved % by high prior attainment - with 9-5 passes | 32.60% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 6.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 25.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 20.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 14.50% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.58 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.75 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.52 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.27 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.82 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.22 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.31 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.03 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.95 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.41 |
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 | 1.42 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.37 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
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 | 0.27 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.81 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.05 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.6 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.03 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.13 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.03 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.47 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.95 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.1 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.21 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.69 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.7 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.12 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.81 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.37 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.68 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.05 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.59 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.54 |
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 | 1.49 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.48 |
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 | 2.11 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.73 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.14 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.4 |
% of boys with entries in all English Baccalaureate subject areas | 17.50% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 13.40% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 10.30% |
% of girls with entries in all English Baccalaureate subject areas | 25.90% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 21.30% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 13.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 22.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 17.60% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 12.30% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 29.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 20.80% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 4.20% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 63.90% |
% of pupils achieving any qualifications | 97.60% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 33.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 75.60% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 12 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 28.60% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 79 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 73.80% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 45 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.80% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 61.90% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 75.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 62.50% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 69.10% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 18.20% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 53.50% |
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 | 4.80% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 48 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 44.90% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 43 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 93.50% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 43.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 51.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 37.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 48.00% |
% of pupils entering more than one language | 2.90% |
% of pupils entering biology, chemistry and physics | 0.00% |
Average number of KS4 entries per pupil | 7.5 |
Average number of KS4 entries per pupil with low prior attainment | 7.2 |
Average number of KS4 entries per pupil with middle prior attainment | 7.6 |
Average number of KS4 entries per pupil with high prior attainment | 7.9 |
Average number of KS4 entries per disadvantaged pupil | 6.6 |
Average number of KS4 entries per non-disadvantaged pupil | 7.7 |
Average number of GCSE entries per pupil | 7.2 |
Average number of GCSE entries per pupil with low prior attainment | 6.7 |
Average number of GCSE entries per pupil with middle prior attainment | 7.3 |
Average number of GCSE entries per pupil with high prior attainment | 7.7 |
Average number of GCSE entries per disadvantaged pupil | 6.2 |
Average number of GCSE entries per non-disadvantaged pupil | 7.4 |
Total volume of entries without discounting | 1560 |
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 | Above average |
Number of pupils completing key stage 4 in 2020/21 | 176 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 160 |
Apprenticeships (number of pupils) | 2 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 5 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 129 |
Further education (number of pupils) | 48 |
School sixth form (number of pupils) | 71 |
Sixth form college (number of pupils) | 10 |
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) | 10 |
Activity not captured (number of pupils) | 3 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 91% |
Apprenticeships (percentage) | 1% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 87% |
Further education (percentage) | 32% |
School sixth form (percentage) | 48% |
Sixth form college (percentage) | 7% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 7% |
Activity not captured (percentage) | 2% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 27 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 24 |
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 | 149 |
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) | 136 |
Number of pupils completing key stage 4 in 2019/20 | 210 |
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 | 29 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 86% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 181 |
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 | 220 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 40 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 90% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 180 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -7 |
Upper confidence limit on the progression score for the total cohort | 1 |
Lower confidence limit on the progression score for the total cohort | -15 |
Cohort size | 86 |
Progressed | 66% |
Apprenticeships | 1% |
Higher Education | 65% |
Top third | 27% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 86 |
Progressed for academic/applied general cohort | 66% |
Progression score for academic/applied general cohort | -7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 1 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
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 | 78% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 101 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 92 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 6 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 49 |
Further education (level 3 and below) (All levels of study) (number of students) | 3 |
Higher education (level 4 and above) (All levels of study) (number of students) | 46 |
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) | 37 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 5 |
Activity not captured in data (All levels of study) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 6% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 49% |
Further education (level 3 and below) (All levels of study) (percentage) | 3% |
Higher education (level 4 and above) (All levels of study) (percentage) | 46% |
Other education destinations (All levels of study) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 37% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 5% |
Activity not captured in data (All levels of study) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 15 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 14 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 93% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 86 |
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) | 78 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 97 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 90 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 49 |
Further education (level 3 and below) (Level 3) (number of students) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) | 46 |
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) | 36 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 4 |
Activity not captured in data (Level 3) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 93% |
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) | 51% |
Further education (level 3 and below) (Level 3) (percentage) | 3% |
Higher education (level 4 and above) (Level 3) (percentage) | 47% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 37% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 4% |
Activity not captured in data (Level 3) (percentage) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -7 |
Upper confidence limit on the progression score for the total cohort | 1 |
Lower confidence limit on the progression score for the total cohort | -15 |
Cohort size | 86 |
Progressed | 66% |
Apprenticeships | 1% |
Higher Education | 65% |
Top third | 27% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 86 |
Progressed for academic/applied general cohort | 66% |
Progression score for academic/applied general cohort | -7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 1 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
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 | 78% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | 0% |