For the 2023/2024 academic year
Type of school | State-funded secondary |
---|---|
Total number of pupils on roll | 1412 |
Number of girls on roll | 677 |
Number of boys on roll | 735 |
Percentage of girls on roll | 47.9 |
Percentage of boys on roll | 52.1 |
Number of eligible pupils with an EHC plan | 47 |
Percentage of eligible pupils with an EHC plan | 3.3 |
Number of eligible pupils with SEN support | 251 |
Percentage of eligible pupils with SEN support | 17.8 |
No. pupils where English not first language | 87 |
No. pupils with English first language | 1325 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 6.2 |
% pupils with English first language | 93.8 |
No. pupils eligible for free school meals | 201 |
Number of pupils eligible for FSM at any time during the past 6 years | 218 |
Total pupils for FSMEver | 1276 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 17.1 |
School address (1) | Fernham Road |
---|---|
School town | Faringdon |
School postcode | SN7 7LB |
School telephone number | 01367240375 |
School parliamentary constituency code | E14001591 |
School parliamentary constituency name | Witney |
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) | 1412 |
Total boys on roll (including part-time pupils) | 735 |
Total girls on roll (including part-time pupils) | 677 |
Number of pupils at the end of key stage 4 | 254 |
Number of boys at the end of key stage 4 | 132 |
% of pupils at the end of key stage 4 who are boys | 52.00% |
Number of girls at the end of key stage 4 | 122 |
% of pupils at the end key stage 4 who are girls | 48.00% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.3 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 52 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 21.80% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 139 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 58.20% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 48 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 20.10% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 43 |
Percentage of key stage 2 disadvantaged pupils | 16.90% |
Number of key stage 2 pupils who are not disadvantaged | 211 |
Percentage of key stage 2 pupils who are not disadvantaged | 83.10% |
Number of eligible pupils with English as additional language (EAL) | 14 |
Percentage of eligible pupils with English as additional language (EAL) | 5.50% |
Number of eligible pupils with English as first language | 239 |
Percentage of eligible pupils with English as first language | 94.10% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 0.40% |
Number of pupils at the end of key stage 4 who are non-mobile | 244 |
% of pupils at the end of key stage 4 who are non-mobile | 96.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 7 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.80% |
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 | 50 |
% 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 | 19.70% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 43 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 16.90% |
Total sum of Attainment 8 scores | 11687 |
Average Attainment 8 score per pupil | 46 |
Total sum of Attainment 8 scores for English element | 2493 |
Average Attainment 8 score per pupil for English element | 9.8 |
Total sum of Attainment 8 scores for mathematics element | 2168 |
Average Attainment 8 score per pupil for mathematics element | 8.5 |
Total sum of Attainment 8 scores for EBacc element | 3447 |
Average Attainment 8 score per pupil for EBacc element | 13.6 |
Total sum of Attainment 8 scores for open element | 3579 |
Average Attainment 8 score per pupil for open element | 14.1 |
Total sum of Attainment 8 scores for open element - GCSE only | 3027.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 11.9 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 551.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 2.2 |
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 | 239 |
Number of pupils who have had P8 score adjusted in average | 3 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 94% |
Progress 8 measure after adjustment for extreme scores | 0.03 |
Progress 8 lower 95% confidence interval for adjusted average | -0.15 |
Progress 8 upper 95% confidence interval for adjusted average | 0.21 |
Progress 8 measure based on unadjusted pupil scores | 0.02 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.16 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.2 |
Progress 8 measure for English element | 0 |
Lower 95% confidence interval for Progress 8 English element | -0.21 |
Upper 95% confidence interval for Progress 8 English element | 0.2 |
Progress 8 measure for mathematics element | -0.3 |
Lower 95% confidence interval for Progress 8 maths element | -0.49 |
Upper 95% confidence interval for Progress 8 maths element | -0.11 |
Progress 8 measure for EBacc element | 0.08 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.13 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.29 |
Progress 8 measure for open element | 0.19 |
Lower 95% confidence interval for Progress 8 open element | -0.02 |
Upper 95% confidence interval for Progress 8 open element | 0.39 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 59.80% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 37.40% |
Total EBacc APS score per pupil | 995.62 |
Average EBacc APS score per pupil | 3.92 |
Average EBacc APS score per disadvantaged pupil | 2.63 |
Average EBacc APS score per non-disadvantaged pupil | 4.18 |
Average EBacc APS score per pupil with low prior attainment | 2.08 |
Average EBacc APS score per pupil with middle prior attainment | 3.9 |
Average EBacc APS score per pupil with high prior attainment | 6.17 |
Average EBacc APS score per pupil for whom English is an additional language | 3.55 |
Average EBacc APS score per girl | 3.76 |
Average EBacc APS score per boy | 4.07 |
Average EBacc APS score per non-mobile pupil | 4.01 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 67 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 26.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 17.70% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 13.00% |
Number of pupils entering the English Baccalaureate English subject area | 241 |
% of pupils entering the English Baccalaureate English subject area | 94.90% |
Number of pupils entering the English Baccalaureate Maths subject area | 247 |
% of pupils entering the English Baccalaureate Maths subject area | 97.20% |
Number of pupils entering the English Baccalaureate Science subject area | 240 |
% of pupils entering the English Baccalaureate Science subject area | 94.50% |
Number of pupils entering the English Baccalaureate Humanities subject area | 194 |
% of pupils entering the English Baccalaureate Humanities subject area | 76.40% |
Number of pupils entering the English Baccalaureate Language subject area | 81 |
% of pupils entering the English Baccalaureate Language subject area | 31.90% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 75.20% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 58.30% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 63.40% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 43.30% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 67.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 46.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 67.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 49.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 74.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 61.70% |
Number of pupils included in English Baccalaureate Science Value Added measure | 227 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 95% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 187 |
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 | 76 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 94% |
English Baccalaureate Science Value Added measure | 0.16 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.03 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.35 |
EBacc Humanities VA measure | 0.12 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.13 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.38 |
English Baccalaureate Languages Value Added measure | 0.31 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.13 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.75 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 191 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 148 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 161 |
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 | 161 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 112 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 131 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 95 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 60 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 50 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 67 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 26.40% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 240 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 94.50% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 242 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.30% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 237 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.80% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 193 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.50% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 80 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.80% |
Average Attainment 8 score per disadvantaged pupil | 31.9 |
Number of disadvantaged pupils in Progress 8 measure | 36 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 3 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.07 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.53 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.61 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.11 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.58 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.64 |
Average Attainment 8 score per non-disadvantaged pupil | 48.9 |
Number of non-disadvantaged pupils in Progress 8 measure | 203 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.22 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.03 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.42 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.22 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.02 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.42 |
Average Attainment 8 score per disadvantaged pupil for English element | 7 |
Progress 8 measure for English element - disadvantaged pupils | -1.1 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.63 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.58 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6 |
Progress 8 measure for maths element - disadvantaged pupils | -1.29 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.78 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.81 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.5 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.99 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.53 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.46 |
Average Attainment 8 score per disadvantaged pupil for open element | 9.4 |
Progress 8 measure for open element - disadvantaged pupils | -1.12 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.65 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.59 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.4 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.19 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.03 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.41 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.12 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.33 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.08 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14.4 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.27 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.05 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.42 |
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 | 0.64 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.7 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.3 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -18.1 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.23 |
Average Attainment 8 score per pupil with low prior attainment | 26.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 52 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.17 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.56 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.21 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.17 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.56 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.22 |
Average Attainment 8 score per pupil with middle prior attainment | 46.7 |
Number of pupils with middle prior attainment included in Progress 8 measure | 139 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.02 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.21 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.26 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.01 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.23 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.25 |
Average Attainment 8 score per pupil with high prior attainment | 68.1 |
Number of pupils with high prior attainment included in Progress 8 measure | 48 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.25 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.15 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.65 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.25 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.16 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.66 |
Average Attainment 8 score per pupil for whom English is an additional language | 40.6 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 8.3 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.1 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 12.5 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 11.7 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 10.6 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.1 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 7 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 1.11 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.07 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.16 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.11 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.05 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.18 |
Average Attainment 8 score per girl | 45.2 |
Average Attainment 8 score per girl for English element | 9.9 |
Average Attainment 8 score per girl for mathematics element | 7.8 |
Average Attainment 8 score per girl for EBacc element | 13.1 |
Average Attainment 8 score per girl for open element | 14.5 |
Average Attainment 8 score per girl - GCSE only | 12 |
Average Attainment 8 score per girl - non-GCSE only | 2.5 |
Number of girls included in Progress 8 measure | 113 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.02 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.25 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.28 |
Unadjusted Progress 8 measure - girls | 0.01 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.25 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.28 |
Average Attainment 8 score per boy | 46.8 |
Average Attainment 8 score per boy for English element | 9.8 |
Average Attainment 8 score per boy for mathematics element | 9.2 |
Average Attainment 8 score per boy for EBacc element | 14 |
Average Attainment 8 score per boy for open element | 13.8 |
Average Attainment 8 score per boy - GCSE only | 11.9 |
Average Attainment 8 score per boy - non-GCSE only | 1.9 |
Number of boys included in Progress 8 measure | 126 |
Number of boys in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - boys | 0.04 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.21 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.28 |
Unadjusted Progress 8 measure - boys | 0.03 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.22 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.28 |
Average Attainment 8 score per non-mobile pupil | 47.1 |
Average Attainment 8 score per non-mobile pupil for English element | 10 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.7 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 13.9 |
Average Attainment 8 score per non-mobile pupil for open element | 14.4 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 12.2 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.2 |
Number of non-mobile pupils included in Progress 8 measure | 232 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.1 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.08 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.28 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.1 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.09 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.28 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 3 |
EBacc entered % by low prior attainment | 5.80% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 37 |
EBacc entered % by middle prior attainment | 26.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 15.10% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 8.60% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 23 |
EBacc entered % by high prior attainment | 47.90% |
EBacc achieved % by high prior attainment - with 9-4 passes | 43.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 39.60% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 16.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 28.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 9.30% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 19.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 15.20% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.04 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.1 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.43 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.66 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.27 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.03 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.18 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.05 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.09 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.29 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.52 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.24 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.59 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.04 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.34 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.12 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.2 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.47 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.07 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.46 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.38 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.34 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.15 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.84 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.02 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.81 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.56 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.02 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.63 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.57 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.51 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.15 |
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 | -0.5 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.4 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.32 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.8 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.13 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.05 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -2.08 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.83 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.35 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.31 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.14 |
% of boys with entries in all English Baccalaureate subject areas | 28.80% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 18.20% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 12.10% |
% of girls with entries in all English Baccalaureate subject areas | 23.80% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 17.20% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 13.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 27.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 18.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 13.10% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 21.40% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 14.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 7.10% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 57.90% |
% of pupils achieving any qualifications | 97.20% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 32.60% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 65.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 13.50% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 92 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 66.20% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 46 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 95.80% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 65.20% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 54.10% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 42.90% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 61.50% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 16.30% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 41.70% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1.90% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 49 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 35.30% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 41 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 85.40% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 40.90% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 33.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 14.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 38.50% |
% of pupils entering more than one language | 2.40% |
% of pupils entering biology, chemistry and physics | 46.10% |
Average number of KS4 entries per pupil | 8.5 |
Average number of KS4 entries per pupil with low prior attainment | 7.2 |
Average number of KS4 entries per pupil with middle prior attainment | 8.6 |
Average number of KS4 entries per pupil with high prior attainment | 9.7 |
Average number of KS4 entries per disadvantaged pupil | 7 |
Average number of KS4 entries per non-disadvantaged pupil | 8.8 |
Average number of GCSE entries per pupil | 7.7 |
Average number of GCSE entries per pupil with low prior attainment | 5.9 |
Average number of GCSE entries per pupil with middle prior attainment | 7.9 |
Average number of GCSE entries per pupil with high prior attainment | 9.4 |
Average number of GCSE entries per disadvantaged pupil | 6.1 |
Average number of GCSE entries per non-disadvantaged pupil | 8.1 |
Total volume of entries without discounting | 2184 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Average |
Number of pupils completing key stage 4 in 2020/21 | 203 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 195 |
Apprenticeships (number of pupils) | 10 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 155 |
Further education (number of pupils) | 68 |
School sixth form (number of pupils) | 73 |
Sixth form college (number of pupils) | 14 |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | 6% |
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) | 88% |
Further education (percentage) | 39% |
School sixth form (percentage) | 41% |
Sixth form college (percentage) | 8% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 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 | 176 |
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) | 171 |
Number of pupils completing key stage 4 in 2019/20 | 231 |
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 | 23 |
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 | 208 |
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 | 203 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 25 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 76% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 178 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -4 |
Upper confidence limit on the progression score for the total cohort | 5 |
Lower confidence limit on the progression score for the total cohort | -13 |
Cohort size | 76 |
Progressed | 78% |
Apprenticeships | 3% |
Higher Education | 75% |
Top third | 38% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 76 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | -4 |
Upper confidence limit on the progression score for the academic/applied general cohort | 5 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -13 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 81 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 70 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 50 |
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) | 46 |
Other education destinations (All levels of study) (number of students) | 3 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 17 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 8 |
Activity not captured in data (All levels of study) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 4% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 62% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 57% |
Other education destinations (All levels of study) (percentage) | 4% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 21% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
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) | 4 |
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) | SUPP |
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) | SUPP |
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) | 77 |
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) | 67 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
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) | 47 |
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) | 3 |
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) | 17 |
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) | 8 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 87% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 4% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 61% |
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) | 4% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 22% |
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) | 10% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 81 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 70 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 50 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 46 |
Other education destinations (Level 3) (number of students) | 3 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 17 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
Activity not captured in data (Level 3) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 86% |
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) | 62% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 57% |
Other education destinations (Level 3) (percentage) | 4% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 21% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
Activity not captured in data (Level 3) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 4 |
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) | 77 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 67 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 47 |
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) | 3 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 17 |
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) | 8 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 87% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 4% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 61% |
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) | 4% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 22% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 10% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -4 |
Upper confidence limit on the progression score for the total cohort | 5 |
Lower confidence limit on the progression score for the total cohort | -13 |
Cohort size | 76 |
Progressed | 78% |
Apprenticeships | 3% |
Higher Education | 75% |
Top third | 38% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 76 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | -4 |
Upper confidence limit on the progression score for the academic/applied general cohort | 5 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -13 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |