For the 2023/2024 academic year
Type of school | State-funded secondary |
---|---|
Total number of pupils on roll | 775 |
Number of girls on roll | 279 |
Number of boys on roll | 496 |
Percentage of girls on roll | 36 |
Percentage of boys on roll | 64 |
Number of eligible pupils with an EHC plan | 0 |
Percentage of eligible pupils with an EHC plan | 0 |
Number of eligible pupils with SEN support | 67 |
Percentage of eligible pupils with SEN support | 8.6 |
No. pupils where English not first language | 166 |
No. pupils with English first language | 599 |
No. pupils where first language is unclassified | 10 |
% pupils where English not first language | 21.4 |
% pupils with English first language | 77.3 |
No. pupils eligible for free school meals | 295 |
Number of pupils eligible for FSM at any time during the past 6 years | 116 |
Total pupils for FSMEver | 244 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 47.5 |
School address (1) | 1 Lister Street |
---|---|
School town | Birmingham |
School postcode | B7 4AG |
School telephone number | 01213800570 |
School parliamentary constituency code | E14001096 |
School parliamentary constituency name | Birmingham Ladywood |
Religious denomination | Does not apply |
Age range | 13-19 |
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) | 775 |
Total boys on roll (including part-time pupils) | 496 |
Total girls on roll (including part-time pupils) | 279 |
Number of pupils at the end of key stage 4 | 80 |
Number of boys at the end of key stage 4 | 46 |
% of pupils at the end of key stage 4 who are boys | 57.50% |
Number of girls at the end of key stage 4 | 34 |
% of pupils at the end key stage 4 who are girls | 42.50% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.5 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 13 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 18.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 44 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 61.10% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 15 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 20.80% |
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) | 40 |
Percentage of key stage 2 disadvantaged pupils | 50.00% |
Number of key stage 2 pupils who are not disadvantaged | 40 |
Percentage of key stage 2 pupils who are not disadvantaged | 50.00% |
Number of eligible pupils with English as additional language (EAL) | 24 |
Percentage of eligible pupils with English as additional language (EAL) | 30.00% |
Number of eligible pupils with English as first language | 53 |
Percentage of eligible pupils with English as first language | 66.30% |
Number of eligible pupils with unclassified language | 3 |
Percentage of eligible pupils with unclassified language | 3.80% |
Number of pupils at the end of key stage 4 who are non-mobile | 78 |
% of pupils at the end of key stage 4 who are non-mobile | 97.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.00% |
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 | 17 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 21.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 17 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 21.30% |
Total sum of Attainment 8 scores | 3399 |
Average Attainment 8 score per pupil | 42.5 |
Total sum of Attainment 8 scores for English element | 818 |
Average Attainment 8 score per pupil for English element | 10.2 |
Total sum of Attainment 8 scores for mathematics element | 828 |
Average Attainment 8 score per pupil for mathematics element | 10.4 |
Total sum of Attainment 8 scores for EBacc element | 1047 |
Average Attainment 8 score per pupil for EBacc element | 13.1 |
Total sum of Attainment 8 scores for open element | 706 |
Average Attainment 8 score per pupil for open element | 8.8 |
Total sum of Attainment 8 scores for open element - GCSE only | 706 |
Average Attainment 8 score per pupil for open element - GCSE only | 8.8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 0 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.1 |
Number of pupils included in Progress 8 measure | 72 |
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 | 90% |
Progress 8 measure after adjustment for extreme scores | -0.4 |
Progress 8 lower 95% confidence interval for adjusted average | -0.73 |
Progress 8 upper 95% confidence interval for adjusted average | -0.08 |
Progress 8 measure based on unadjusted pupil scores | -0.4 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.74 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.07 |
Progress 8 measure for English element | 0.16 |
Lower 95% confidence interval for Progress 8 English element | -0.21 |
Upper 95% confidence interval for Progress 8 English element | 0.53 |
Progress 8 measure for mathematics element | 0.57 |
Lower 95% confidence interval for Progress 8 maths element | 0.23 |
Upper 95% confidence interval for Progress 8 maths element | 0.92 |
Progress 8 measure for EBacc element | -0.18 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.56 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.2 |
Progress 8 measure for open element | -1.65 |
Lower 95% confidence interval for Progress 8 open element | -2.03 |
Upper 95% confidence interval for Progress 8 open element | -1.28 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 76.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 52.50% |
Total EBacc APS score per pupil | 272.81 |
Average EBacc APS score per pupil | 3.41 |
Average EBacc APS score per disadvantaged pupil | 2.95 |
Average EBacc APS score per non-disadvantaged pupil | 3.87 |
Average EBacc APS score per pupil with low prior attainment | 2.28 |
Average EBacc APS score per pupil with middle prior attainment | 3.34 |
Average EBacc APS score per pupil with high prior attainment | 4.48 |
Average EBacc APS score per pupil for whom English is an additional language | 3.58 |
Average EBacc APS score per girl | 3.67 |
Average EBacc APS score per boy | 3.22 |
Average EBacc APS score per non-mobile pupil | 3.39 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0.00% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
Number of pupils entering the English Baccalaureate English subject area | 80 |
% of pupils entering the English Baccalaureate English subject area | 100.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 80 |
% of pupils entering the English Baccalaureate Maths subject area | 100.00% |
Number of pupils entering the English Baccalaureate Science subject area | 80 |
% of pupils entering the English Baccalaureate Science subject area | 100.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 0 |
% of pupils entering the English Baccalaureate Humanities subject area | 0.00% |
Number of pupils entering the English Baccalaureate Language subject area | 5 |
% of pupils entering the English Baccalaureate Language subject area | 6.30% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 82.50% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 65.00% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 86.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 60.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 71.30% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 48.80% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | NE |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | NE |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | SUPP |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | SUPP |
Number of pupils included in English Baccalaureate Science Value Added measure | 72 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 90% |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | NE |
Number of pupils included in English Baccalaureate Language Value Added measure | 2 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | SUPP |
English Baccalaureate Science Value Added measure | 0.25 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.09 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.59 |
EBacc Humanities VA measure | NE |
English Baccalaureate Humanities Value Added lower 95% confidence limit | NE |
English Baccalaureate Humanities Value Added upper 95% confidence limit | NE |
English Baccalaureate Languages Value Added measure | SUPP |
English Baccalaureate Languages Value Added lower 95% confidence limit | SUPP |
English Baccalaureate Languages Value Added upper 95% confidence limit | SUPP |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 66 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 52 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 69 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 48 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 57 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 39 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | NE |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | NE |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | SUPP |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | SUPP |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 0 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 0.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 80 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 100.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 80 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 100.00% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 80 |
% 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 | NE |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | NE |
Number of pupils achieving EBacc Language subject area with grades 9-1 | SUPP |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | SUPP |
Average Attainment 8 score per disadvantaged pupil | 36.9 |
Number of disadvantaged pupils in Progress 8 measure | 35 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.49 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.96 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.02 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.49 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.97 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.01 |
Average Attainment 8 score per non-disadvantaged pupil | 48.1 |
Number of non-disadvantaged pupils in Progress 8 measure | 37 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.32 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.78 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.14 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.32 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.78 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.14 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.1 |
Progress 8 measure for English element - disadvantaged pupils | 0.07 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.47 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.6 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.1 |
Progress 8 measure for maths element - disadvantaged pupils | 0.46 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.03 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.95 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.9 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.44 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.98 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.11 |
Average Attainment 8 score per disadvantaged pupil for open element | 7.7 |
Progress 8 measure for open element - disadvantaged pupils | -1.54 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.08 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.01 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.4 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.25 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.27 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.77 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11.6 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.68 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.2 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.16 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.3 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.07 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.46 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.59 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 9.9 |
Progress 8 measure for open element - non-disadvantaged pupils | -1.75 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -2.27 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -1.23 |
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 | 0 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 9.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -13.1 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.65 |
Average Attainment 8 score per pupil with low prior attainment | 27.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 13 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.01 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.76 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.78 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.01 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.78 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.79 |
Average Attainment 8 score per pupil with middle prior attainment | 41.7 |
Number of pupils with middle prior attainment included in Progress 8 measure | 44 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.34 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.76 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.08 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.34 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.77 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.08 |
Average Attainment 8 score per pupil with high prior attainment | 57.3 |
Number of pupils with high prior attainment included in Progress 8 measure | 15 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.94 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.66 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.22 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.94 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.67 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.21 |
Average Attainment 8 score per pupil for whom English is an additional language | 43.8 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.2 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.7 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 9 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 9 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 19 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | -0.21 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.84 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.43 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | -0.21 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.86 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.44 |
Average Attainment 8 score per girl | 46.4 |
Average Attainment 8 score per girl for English element | 11.4 |
Average Attainment 8 score per girl for mathematics element | 11.1 |
Average Attainment 8 score per girl for EBacc element | 13.9 |
Average Attainment 8 score per girl for open element | 10 |
Average Attainment 8 score per girl - GCSE only | 10 |
Average Attainment 8 score per girl - non-GCSE only | 0 |
Number of girls included in Progress 8 measure | 32 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | -0.01 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.5 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.48 |
Unadjusted Progress 8 measure - girls | -0.01 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.51 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.49 |
Average Attainment 8 score per boy | 39.6 |
Average Attainment 8 score per boy for English element | 9.4 |
Average Attainment 8 score per boy for mathematics element | 9.8 |
Average Attainment 8 score per boy for EBacc element | 12.5 |
Average Attainment 8 score per boy for open element | 8 |
Average Attainment 8 score per boy - GCSE only | 8 |
Average Attainment 8 score per boy - non-GCSE only | 0 |
Number of boys included in Progress 8 measure | 40 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.71 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.15 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.28 |
Unadjusted Progress 8 measure - boys | -0.71 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.16 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.27 |
Average Attainment 8 score per non-mobile pupil | 42.3 |
Average Attainment 8 score per non-mobile pupil for English element | 10.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10.3 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 13 |
Average Attainment 8 score per non-mobile pupil for open element | 8.8 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
Number of non-mobile pupils included in Progress 8 measure | 71 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | -0.4 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.73 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.07 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.4 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.74 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.07 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 0 |
EBacc entered % by low prior attainment | 0.00% |
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 | 0 |
EBacc entered % by middle prior attainment | 0.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 0.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 0.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 0 |
EBacc entered % by high prior attainment | 0.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 0.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 0.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.6 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.32 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.27 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.05 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.45 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.53 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.44 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.91 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.02 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.39 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.19 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.75 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.11 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.47 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
% of boys with entries in all English Baccalaureate subject areas | 0.00% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 0.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 0.00% |
% of girls with entries in all English Baccalaureate subject areas | 0.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 0.00% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 0.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 0.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 0.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 0.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 0.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 61.30% |
% of pupils achieving any qualifications | 100.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 65.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 87.50% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 38.50% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 36 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 81.80% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 14 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 93.30% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 67.40% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 88.20% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 87.50% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 75.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 37.50% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 67.50% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 15.40% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 23 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 52.30% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 13 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 86.70% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 43.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 64.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 54.20% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 51.30% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 68.80% |
Average number of KS4 entries per pupil | 6.4 |
Average number of KS4 entries per pupil with low prior attainment | 5.6 |
Average number of KS4 entries per pupil with middle prior attainment | 6.3 |
Average number of KS4 entries per pupil with high prior attainment | 6.9 |
Average number of KS4 entries per disadvantaged pupil | 6.2 |
Average number of KS4 entries per non-disadvantaged pupil | 6.7 |
Average number of GCSE entries per pupil | 6.4 |
Average number of GCSE entries per pupil with low prior attainment | 5.6 |
Average number of GCSE entries per pupil with middle prior attainment | 6.3 |
Average number of GCSE entries per pupil with high prior attainment | 6.9 |
Average number of GCSE entries per disadvantaged pupil | 6.2 |
Average number of GCSE entries per non-disadvantaged pupil | 6.7 |
Total volume of entries without discounting | 517 |
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 | SUPP |
Number of pupils completing key stage 4 in 2020/21 | 81 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 77 |
Apprenticeships (number of pupils) | 0 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 0 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 29 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 15 |
Sixth form college (number of pupils) | SUPP |
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) | 94% |
Apprenticeships (percentage) | 0% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 0% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 94% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 48% |
Sixth form college (percentage) | SUPP |
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 | 50 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 48 |
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 | 31 |
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) | 29 |
Number of pupils completing key stage 4 in 2019/20 | 75 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 40 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 90% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 35 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of pupils completing key stage 4 in 2018/19 | 126 |
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 | 57 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 69 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 20 |
Upper confidence limit on the progression score for the total cohort | 25 |
Lower confidence limit on the progression score for the total cohort | 14 |
Cohort size | 193 |
Progressed | 82% |
Apprenticeships | 5% |
Higher Education | 77% |
Top third | 39% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 105 |
Progressed for academic/applied general cohort | 86% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 18 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 3 |
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 | 88 |
Progressed for other level 3 qualifications cohort | 78% |
Score for other level 3 qualifications cohort | 29 |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | 39 |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | 18 |
Progressed for disadvantaged students | 83% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 77% |
Top third for disadvantaged students | 39% |
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) | 227 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 194 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 15 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 151 |
Further education (level 3 and below) (All levels of study) (number of students) | 2 |
Higher education (level 4 and above) (All levels of study) (number of students) | 131 |
Other education destinations (All levels of study) (number of students) | 18 |
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) | 28 |
Activity not captured in data (All levels of study) (number of students) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 85% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 67% |
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) | 8% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 12% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 12% |
Activity not captured in data (All levels of study) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 86 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 71 |
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) | 56 |
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) | 83% |
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) | 65% |
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) | 141 |
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) | 123 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 95 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
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) | 87% |
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) | 67% |
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) | SUPP |
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) | 217 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 189 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 15 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 150 |
Further education (level 3 and below) (Level 3) (number of students) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) | 131 |
Other education destinations (Level 3) (number of students) | 17 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 24 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 23 |
Activity not captured in data (Level 3) (number of students) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 87% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 69% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 60% |
Other education destinations (Level 3) (percentage) | 8% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 11% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 11% |
Activity not captured in data (Level 3) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 82 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 69 |
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) | 11 |
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) | 84% |
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) | 13% |
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) | 135 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 120 |
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) | 13 |
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) | 89% |
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) | 10% |
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) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 4 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 1 |
Further education (level 3 and below) (L1, entry level and other) (number of students) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
Other education destinations (L1, entry level and other) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 3 |
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) | 4 |
Activity not captured in data (L1, entry level and other) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 50% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 13% |
Further education (level 3 and below) (L1, entry level and other) (percentage) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
Other education destinations (L1, entry level and other) (percentage) | 13% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 38% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 50% |
Activity not captured in data (L1, entry level and other) (percentage) | 0% |
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 | 20 |
Upper confidence limit on the progression score for the total cohort | 25 |
Lower confidence limit on the progression score for the total cohort | 14 |
Cohort size | 193 |
Progressed | 82% |
Apprenticeships | 5% |
Higher Education | 77% |
Top third | 39% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 105 |
Progressed for academic/applied general cohort | 86% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 18 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 3 |
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 | 88 |
Progressed for other level 3 qualifications cohort | 78% |
Score for other level 3 qualifications cohort | 29 |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | 39 |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | 18 |
Progressed for disadvantaged students | 83% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 77% |
Top third for disadvantaged students | 39% |
Higher technical for disadvantaged students | SUPP |