For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1619 |
Number of girls on roll | 808 |
Number of boys on roll | 811 |
Percentage of girls on roll | 49.9 |
Percentage of boys on roll | 50.1 |
Number of eligible pupils with an EHC plan | 31 |
Percentage of eligible pupils with an EHC plan | 1.9 |
Number of eligible pupils with SEN support | 157 |
Percentage of eligible pupils with SEN support | 9.7 |
No. pupils where English not first language | 76 |
No. pupils with English first language | 1543 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 4.7 |
% pupils with English first language | 95.3 |
No. pupils eligible for free school meals | 210 |
Number of pupils eligible for FSM at any time during the past 6 years | 202 |
Total pupils for FSMEver | 1355 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 14.9 |
School address (1) | North Beeches Road |
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School town | Crowborough |
School postcode | TN6 2AS |
School telephone number | 01892603000 |
School parliamentary constituency code | E14001533 |
School parliamentary constituency name | Sussex Weald |
Religious denomination | Does not apply |
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) | 1619 |
Total boys on roll (including part-time pupils) | 811 |
Total girls on roll (including part-time pupils) | 808 |
Number of pupils at the end of key stage 4 | 259 |
Number of boys at the end of key stage 4 | 138 |
% of pupils at the end of key stage 4 who are boys | 53.30% |
Number of girls at the end of key stage 4 | 121 |
% of pupils at the end key stage 4 who are girls | 46.70% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.7 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 54 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 22.40% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 134 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 55.60% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 53 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 22.00% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 33 |
Percentage of key stage 2 disadvantaged pupils | 12.70% |
Number of key stage 2 pupils who are not disadvantaged | 226 |
Percentage of key stage 2 pupils who are not disadvantaged | 87.30% |
Number of eligible pupils with English as additional language (EAL) | 10 |
Percentage of eligible pupils with English as additional language (EAL) | 3.90% |
Number of eligible pupils with English as first language | 249 |
Percentage of eligible pupils with English as first language | 96.10% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 252 |
% of pupils at the end of key stage 4 who are non-mobile | 97.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 33 |
% 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 | 12.70% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 30 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11.60% |
Total sum of Attainment 8 scores | 13485.5 |
Average Attainment 8 score per pupil | 52.1 |
Total sum of Attainment 8 scores for English element | 2708 |
Average Attainment 8 score per pupil for English element | 10.5 |
Total sum of Attainment 8 scores for mathematics element | 2804 |
Average Attainment 8 score per pupil for mathematics element | 10.8 |
Total sum of Attainment 8 scores for EBacc element | 4153 |
Average Attainment 8 score per pupil for EBacc element | 16 |
Total sum of Attainment 8 scores for open element | 3820.5 |
Average Attainment 8 score per pupil for open element | 14.8 |
Total sum of Attainment 8 scores for open element - GCSE only | 3226 |
Average Attainment 8 score per pupil for open element - GCSE only | 12.5 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 594.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 2.3 |
Average number of EBacc slots filled in Attainment 8 per pupil | 3 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 241 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 93% |
Progress 8 measure after adjustment for extreme scores | 0.5 |
Progress 8 lower 95% confidence interval for adjusted average | 0.32 |
Progress 8 upper 95% confidence interval for adjusted average | 0.68 |
Progress 8 measure based on unadjusted pupil scores | 0.5 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.32 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.68 |
Progress 8 measure for English element | 0.18 |
Lower 95% confidence interval for Progress 8 English element | -0.02 |
Upper 95% confidence interval for Progress 8 English element | 0.39 |
Progress 8 measure for mathematics element | 0.76 |
Lower 95% confidence interval for Progress 8 maths element | 0.57 |
Upper 95% confidence interval for Progress 8 maths element | 0.95 |
Progress 8 measure for EBacc element | 0.76 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.56 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.97 |
Progress 8 measure for open element | 0.28 |
Lower 95% confidence interval for Progress 8 open element | 0.08 |
Upper 95% confidence interval for Progress 8 open element | 0.49 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 78.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 59.50% |
Total EBacc APS score per pupil | 1247.38 |
Average EBacc APS score per pupil | 4.82 |
Average EBacc APS score per disadvantaged pupil | 4.16 |
Average EBacc APS score per non-disadvantaged pupil | 4.91 |
Average EBacc APS score per pupil with low prior attainment | 3.05 |
Average EBacc APS score per pupil with middle prior attainment | 4.84 |
Average EBacc APS score per pupil with high prior attainment | 6.46 |
Average EBacc APS score per pupil for whom English is an additional language | 5.13 |
Average EBacc APS score per girl | 5.12 |
Average EBacc APS score per boy | 4.55 |
Average EBacc APS score per non-mobile pupil | 4.88 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 117 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 45.20% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 36.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 25.90% |
Number of pupils entering the English Baccalaureate English subject area | 257 |
% of pupils entering the English Baccalaureate English subject area | 99.20% |
Number of pupils entering the English Baccalaureate Maths subject area | 259 |
% of pupils entering the English Baccalaureate Maths subject area | 100.00% |
Number of pupils entering the English Baccalaureate Science subject area | 259 |
% of pupils entering the English Baccalaureate Science subject area | 100.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 257 |
% of pupils entering the English Baccalaureate Humanities subject area | 99.20% |
Number of pupils entering the English Baccalaureate Language subject area | 117 |
% of pupils entering the English Baccalaureate Language subject area | 45.20% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 84.20% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 71.00% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 87.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 71.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 81.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 57.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 71.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 59.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 88.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 70.90% |
Number of pupils included in English Baccalaureate Science Value Added measure | 241 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 239 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 93% |
Number of pupils included in English Baccalaureate Language Value Added measure | 107 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 91% |
English Baccalaureate Science Value Added measure | 0.63 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.45 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.82 |
EBacc Humanities VA measure | 0.53 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.31 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.76 |
English Baccalaureate Languages Value Added measure | 1 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.63 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.37 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 218 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 184 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 226 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 184 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 210 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 148 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 183 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 152 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 104 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 83 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 117 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 45.20% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 257 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 99.20% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 258 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.60% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 259 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 255 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.20% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 117 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 45.2 |
Number of disadvantaged pupils in Progress 8 measure | 26 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.01 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.53 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.56 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.01 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.54 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.57 |
Average Attainment 8 score per non-disadvantaged pupil | 53.1 |
Number of non-disadvantaged pupils in Progress 8 measure | 215 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.56 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.37 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.75 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.56 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.37 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.75 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.3 |
Progress 8 measure for English element - disadvantaged pupils | -0.09 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.71 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.53 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.3 |
Progress 8 measure for maths element - disadvantaged pupils | 0.26 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.31 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.83 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 14 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.17 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.46 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.8 |
Average Attainment 8 score per disadvantaged pupil for open element | 12.7 |
Progress 8 measure for open element - disadvantaged pupils | -0.23 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.85 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.39 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.6 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.22 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.43 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11.1 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.82 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.62 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.02 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.3 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.83 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.62 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.05 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15.1 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.35 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.13 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.56 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 11.1 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -4.8 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.15 |
Average Attainment 8 score per pupil with low prior attainment | 34.7 |
Number of pupils with low prior attainment included in Progress 8 measure | 54 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.55 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.17 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.93 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.55 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.17 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.94 |
Average Attainment 8 score per pupil with middle prior attainment | 52.8 |
Number of pupils with middle prior attainment included in Progress 8 measure | 134 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.56 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.32 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.8 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.56 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.32 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.81 |
Average Attainment 8 score per pupil with high prior attainment | 67.5 |
Number of pupils with high prior attainment included in Progress 8 measure | 53 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.3 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.08 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.68 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.3 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.08 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.69 |
Average Attainment 8 score per pupil for whom English is an additional language | 51.6 |
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 | 10.6 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 17.3 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.3 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.5 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.8 |
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 | 56.1 |
Average Attainment 8 score per girl for English element | 11.8 |
Average Attainment 8 score per girl for mathematics element | 11 |
Average Attainment 8 score per girl for EBacc element | 16.9 |
Average Attainment 8 score per girl for open element | 16.4 |
Average Attainment 8 score per girl - GCSE only | 14.5 |
Average Attainment 8 score per girl - non-GCSE only | 1.9 |
Number of girls included in Progress 8 measure | 109 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.65 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.38 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.91 |
Unadjusted Progress 8 measure - girls | 0.65 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.37 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.92 |
Average Attainment 8 score per boy | 48.5 |
Average Attainment 8 score per boy for English element | 9.3 |
Average Attainment 8 score per boy for mathematics element | 10.7 |
Average Attainment 8 score per boy for EBacc element | 15.3 |
Average Attainment 8 score per boy for open element | 13.3 |
Average Attainment 8 score per boy - GCSE only | 10.7 |
Average Attainment 8 score per boy - non-GCSE only | 2.6 |
Number of boys included in Progress 8 measure | 132 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.38 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.14 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.63 |
Unadjusted Progress 8 measure - boys | 0.38 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.14 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.63 |
Average Attainment 8 score per non-mobile pupil | 52.7 |
Average Attainment 8 score per non-mobile pupil for English element | 10.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10.9 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 16.3 |
Average Attainment 8 score per non-mobile pupil for open element | 15 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 12.6 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.4 |
Number of non-mobile pupils included in Progress 8 measure | 237 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.53 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.35 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.71 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.53 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.35 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.71 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 16 |
EBacc entered % by low prior attainment | 29.60% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 11.10% |
EBacc achieved % by low prior attainment - with 9-5 passes | 1.90% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 57 |
EBacc entered % by middle prior attainment | 42.50% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 35.10% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 23.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 34 |
EBacc entered % by high prior attainment | 64.20% |
EBacc achieved % by high prior attainment - with 9-4 passes | 62.30% |
EBacc achieved % by high prior attainment - with 9-5 passes | 56.60% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 39.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 46.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 27.30% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 12.10% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 37.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 27.90% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.52 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.72 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.52 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.04 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.7 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.2 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.69 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.47 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.08 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.61 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.24 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.36 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.58 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.03 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.6 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.52 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.9 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.51 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.91 |
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 | 0.97 |
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 | 0.92 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.13 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.6 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.76 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.85 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.37 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.67 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.28 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.99 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.39 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.95 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.01 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 2.03 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.87 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.41 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.65 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.2 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.72 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.51 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.49 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 2.02 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.7 |
% of boys with entries in all English Baccalaureate subject areas | 44.20% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 33.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 25.40% |
% of girls with entries in all English Baccalaureate subject areas | 46.30% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 39.70% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 26.40% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 46.40% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 37.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 26.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 80.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 60.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 20.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 74.10% |
% of pupils achieving any qualifications | 100.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 63.60% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 80.50% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 22 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 40.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 117 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 87.30% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 51 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 96.20% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 71.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 86.80% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 80.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 79.80% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 33.30% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 63.30% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 8 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 14.80% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 89 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 66.40% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 47 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 88.70% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 51.40% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 68.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 30.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 60.30% |
% of pupils entering more than one language | 0.40% |
% of pupils entering biology, chemistry and physics | 23.20% |
Average number of KS4 entries per pupil | 8.4 |
Average number of KS4 entries per pupil with low prior attainment | 7.9 |
Average number of KS4 entries per pupil with middle prior attainment | 8.2 |
Average number of KS4 entries per pupil with high prior attainment | 9.3 |
Average number of KS4 entries per disadvantaged pupil | 8.1 |
Average number of KS4 entries per non-disadvantaged pupil | 8.4 |
Average number of GCSE entries per pupil | 7.4 |
Average number of GCSE entries per pupil with low prior attainment | 6.7 |
Average number of GCSE entries per pupil with middle prior attainment | 7.2 |
Average number of GCSE entries per pupil with high prior attainment | 8.5 |
Average number of GCSE entries per disadvantaged pupil | 7.1 |
Average number of GCSE entries per non-disadvantaged pupil | 7.4 |
Total volume of entries without discounting | 2169 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Well above average |
Number of pupils completing key stage 4 in 2020/21 | 216 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 207 |
Apprenticeships (number of pupils) | 6 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 8 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 168 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 89 |
Sixth form college (number of pupils) | 2 |
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) | 6 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | 3% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 4% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 89% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 47% |
Sixth form college (percentage) | 1% |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 3% |
Activity not captured (percentage) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 28 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 25 |
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 | 188 |
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) | 182 |
Number of pupils completing key stage 4 in 2019/20 | 201 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 29 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 83% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 172 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of pupils completing key stage 4 in 2018/19 | 193 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 30 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 80% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 163 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 99% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -6 |
Upper confidence limit on the progression score for the total cohort | 1 |
Lower confidence limit on the progression score for the total cohort | -13 |
Cohort size | 122 |
Progressed | 70% |
Apprenticeships | 3% |
Higher Education | 66% |
Top third | 35% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 105 |
Progressed for academic/applied general cohort | 73% |
Progression score for academic/applied general cohort | -7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 0 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -14 |
Cohort size for TLEV cohort | 17 |
Progressed for TLEV cohort | 47% |
Score for TLEV cohort | -4 |
Upper confidence limit on the progression score for the TLEV cohort | 19 |
Lower confidence limit on the progression score for the TLEV cohort | -27 |
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 | 55% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 55% |
Top third for disadvantaged students | 27% |
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) | 106 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 96 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 63 |
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) | 62 |
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) | 28 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 9 |
Activity not captured in data (All levels of study) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 5% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 59% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 58% |
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) | 26% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 8% |
Activity not captured in data (All levels of study) (percentage) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 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) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 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) | 98 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 105 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 95 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 63 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 62 |
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) | 28 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 9 |
Activity not captured in data (Level 3) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 4% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 60% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 59% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 27% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
Activity not captured in data (Level 3) (percentage) | 1% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -6 |
Upper confidence limit on the progression score for the total cohort | 1 |
Lower confidence limit on the progression score for the total cohort | -13 |
Cohort size | 122 |
Progressed | 70% |
Apprenticeships | 3% |
Higher Education | 66% |
Top third | 35% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 105 |
Progressed for academic/applied general cohort | 73% |
Progression score for academic/applied general cohort | -7 |
Upper confidence limit on the progression score for the academic/applied general cohort | 0 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -14 |
Cohort size for TLEV cohort | 17 |
Progressed for TLEV cohort | 47% |
Score for TLEV cohort | -4 |
Upper confidence limit on the progression score for the TLEV cohort | 19 |
Lower confidence limit on the progression score for the TLEV cohort | -27 |
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 | 55% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 55% |
Top third for disadvantaged students | 27% |
Higher technical for disadvantaged students | 0% |