For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1180 |
Number of girls on roll | 613 |
Number of boys on roll | 567 |
Percentage of girls on roll | 51.9 |
Percentage of boys on roll | 48.1 |
Number of eligible pupils with an EHC plan | 56 |
Percentage of eligible pupils with an EHC plan | 4.7 |
Number of eligible pupils with SEN support | 179 |
Percentage of eligible pupils with SEN support | 15.2 |
No. pupils where English not first language | 147 |
No. pupils with English first language | 962 |
No. pupils where first language is unclassified | 71 |
% pupils where English not first language | 12.5 |
% pupils with English first language | 81.5 |
No. pupils eligible for free school meals | 277 |
Number of pupils eligible for FSM at any time during the past 6 years | 270 |
Total pupils for FSMEver | 1050 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 25.7 |
School address (1) | Ashby Road |
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School town | Daventry |
School postcode | NN11 0QE |
School telephone number | 01327705816 |
School parliamentary constituency code | E14001192 |
School parliamentary constituency name | Daventry |
Religious denomination | None |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1180 |
Total boys on roll (including part-time pupils) | 567 |
Total girls on roll (including part-time pupils) | 613 |
Number of pupils at the end of key stage 4 | 185 |
Number of boys at the end of key stage 4 | 88 |
% of pupils at the end of key stage 4 who are boys | 47.60% |
Number of girls at the end of key stage 4 | 97 |
% of pupils at the end key stage 4 who are girls | 52.40% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.5 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 66 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 37.90% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 91 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 52.30% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 17 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 9.80% |
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) | 43 |
Percentage of key stage 2 disadvantaged pupils | 23.20% |
Number of key stage 2 pupils who are not disadvantaged | 142 |
Percentage of key stage 2 pupils who are not disadvantaged | 76.80% |
Number of eligible pupils with English as additional language (EAL) | 27 |
Percentage of eligible pupils with English as additional language (EAL) | 14.60% |
Number of eligible pupils with English as first language | 154 |
Percentage of eligible pupils with English as first language | 83.20% |
Number of eligible pupils with unclassified language | 4 |
Percentage of eligible pupils with unclassified language | 2.20% |
Number of pupils at the end of key stage 4 who are non-mobile | 173 |
% of pupils at the end of key stage 4 who are non-mobile | 93.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 8 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4.30% |
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 | 34 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 18.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 26 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.10% |
Total sum of Attainment 8 scores | 6900.3 |
Average Attainment 8 score per pupil | 37.3 |
Total sum of Attainment 8 scores for English element | 1469 |
Average Attainment 8 score per pupil for English element | 7.9 |
Total sum of Attainment 8 scores for mathematics element | 1384 |
Average Attainment 8 score per pupil for mathematics element | 7.5 |
Total sum of Attainment 8 scores for EBacc element | 1928.5 |
Average Attainment 8 score per pupil for EBacc element | 10.4 |
Total sum of Attainment 8 scores for open element | 2118.8 |
Average Attainment 8 score per pupil for open element | 11.5 |
Total sum of Attainment 8 scores for open element - GCSE only | 1562 |
Average Attainment 8 score per pupil for open element - GCSE only | 8.4 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 556.8 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 3 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.5 |
Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
Number of pupils included in Progress 8 measure | 174 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 94% |
Progress 8 measure after adjustment for extreme scores | -0.27 |
Progress 8 lower 95% confidence interval for adjusted average | -0.48 |
Progress 8 upper 95% confidence interval for adjusted average | -0.06 |
Progress 8 measure based on unadjusted pupil scores | -0.28 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.5 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.07 |
Progress 8 measure for English element | -0.44 |
Lower 95% confidence interval for Progress 8 English element | -0.68 |
Upper 95% confidence interval for Progress 8 English element | -0.2 |
Progress 8 measure for mathematics element | -0.19 |
Lower 95% confidence interval for Progress 8 maths element | -0.41 |
Upper 95% confidence interval for Progress 8 maths element | 0.03 |
Progress 8 measure for EBacc element | -0.36 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.61 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.12 |
Progress 8 measure for open element | -0.16 |
Lower 95% confidence interval for Progress 8 open element | -0.4 |
Upper 95% confidence interval for Progress 8 open element | 0.08 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 50.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 28.10% |
Total EBacc APS score per pupil | 571.72 |
Average EBacc APS score per pupil | 3.09 |
Average EBacc APS score per disadvantaged pupil | 2.11 |
Average EBacc APS score per non-disadvantaged pupil | 3.39 |
Average EBacc APS score per pupil with low prior attainment | 2.03 |
Average EBacc APS score per pupil with middle prior attainment | 3.6 |
Average EBacc APS score per pupil with high prior attainment | 5.03 |
Average EBacc APS score per pupil for whom English is an additional language | 3.75 |
Average EBacc APS score per girl | 3.05 |
Average EBacc APS score per boy | 3.14 |
Average EBacc APS score per non-mobile pupil | 3.19 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 36 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 19.50% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 12.40% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 8.10% |
Number of pupils entering the English Baccalaureate English subject area | 168 |
% of pupils entering the English Baccalaureate English subject area | 90.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 176 |
% of pupils entering the English Baccalaureate Maths subject area | 95.10% |
Number of pupils entering the English Baccalaureate Science subject area | 171 |
% of pupils entering the English Baccalaureate Science subject area | 92.40% |
Number of pupils entering the English Baccalaureate Humanities subject area | 95 |
% of pupils entering the English Baccalaureate Humanities subject area | 51.40% |
Number of pupils entering the English Baccalaureate Language subject area | 50 |
% of pupils entering the English Baccalaureate Language subject area | 27.00% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 58.40% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 38.90% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 58.90% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 37.80% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 46.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 25.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 60.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 47.40% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 90.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 72.00% |
Number of pupils included in English Baccalaureate Science Value Added measure | 161 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 94% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 93 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
Number of pupils included in English Baccalaureate Language Value Added measure | 46 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 92% |
English Baccalaureate Science Value Added measure | -0.29 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.51 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.06 |
EBacc Humanities VA measure | 0.23 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.13 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.59 |
English Baccalaureate Languages Value Added measure | 1.39 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.83 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.96 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 108 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 72 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 109 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 70 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 79 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 44 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 57 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 45 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 45 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 36 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 35 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 18.90% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 167 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 90.30% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 171 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 92.40% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 168 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.20% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 95 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 49 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.00% |
Average Attainment 8 score per disadvantaged pupil | 26 |
Number of disadvantaged pupils in Progress 8 measure | 42 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.97 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.4 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.54 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.03 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.47 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.6 |
Average Attainment 8 score per non-disadvantaged pupil | 40.7 |
Number of non-disadvantaged pupils in Progress 8 measure | 132 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.29 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.2 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.29 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.2 |
Average Attainment 8 score per disadvantaged pupil for English element | 5.8 |
Progress 8 measure for English element - disadvantaged pupils | -1.13 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.62 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.64 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 5.3 |
Progress 8 measure for maths element - disadvantaged pupils | -0.83 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.28 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.38 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 7 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.11 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.6 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.61 |
Average Attainment 8 score per disadvantaged pupil for open element | 7.9 |
Progress 8 measure for open element - disadvantaged pupils | -1.03 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.51 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.54 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 8.6 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.22 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.5 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.05 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.1 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.02 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.24 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.27 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.5 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.13 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.41 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.15 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 12.5 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.12 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.16 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.39 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 6 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 9.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -24 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.13 |
Average Attainment 8 score per pupil with low prior attainment | 26 |
Number of pupils with low prior attainment included in Progress 8 measure | 66 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.21 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.55 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.13 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.21 |
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 | 0.14 |
Average Attainment 8 score per pupil with middle prior attainment | 43.1 |
Number of pupils with middle prior attainment included in Progress 8 measure | 91 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.23 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.52 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.06 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.24 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.54 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.05 |
Average Attainment 8 score per pupil with high prior attainment | 57.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 17 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.69 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.36 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.01 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.78 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.47 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.1 |
Average Attainment 8 score per pupil for whom English is an additional language | 42.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 8.7 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 12.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.7 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 9.1 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 3.6 |
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 | 1 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.36 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.63 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.35 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.65 |
Average Attainment 8 score per girl | 37.8 |
Average Attainment 8 score per girl for English element | 8.2 |
Average Attainment 8 score per girl for mathematics element | 7.3 |
Average Attainment 8 score per girl for EBacc element | 10.3 |
Average Attainment 8 score per girl for open element | 12 |
Average Attainment 8 score per girl - GCSE only | 9.2 |
Average Attainment 8 score per girl - non-GCSE only | 2.8 |
Number of girls included in Progress 8 measure | 92 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | -0.32 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.61 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.03 |
Unadjusted Progress 8 measure - girls | -0.34 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.63 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.04 |
Average Attainment 8 score per boy | 36.7 |
Average Attainment 8 score per boy for English element | 7.7 |
Average Attainment 8 score per boy for mathematics element | 7.7 |
Average Attainment 8 score per boy for EBacc element | 10.6 |
Average Attainment 8 score per boy for open element | 10.8 |
Average Attainment 8 score per boy - GCSE only | 7.6 |
Average Attainment 8 score per boy - non-GCSE only | 3.2 |
Number of boys included in Progress 8 measure | 82 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.21 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.52 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.1 |
Unadjusted Progress 8 measure - boys | -0.22 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.53 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.09 |
Average Attainment 8 score per non-mobile pupil | 38.5 |
Average Attainment 8 score per non-mobile pupil for English element | 8.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.7 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 10.8 |
Average Attainment 8 score per non-mobile pupil for open element | 11.8 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.1 |
Number of non-mobile pupils included in Progress 8 measure | 165 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | -0.2 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.42 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.01 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.22 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.44 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
EBacc entered % by low prior attainment | 12.10% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 1.50% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 19 |
EBacc entered % by middle prior attainment | 20.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 16.50% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 11.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 7 |
EBacc entered % by high prior attainment | 41.20% |
EBacc achieved % by high prior attainment - with 9-4 passes | 41.20% |
EBacc achieved % by high prior attainment - with 9-5 passes | 29.40% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 7.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 23.20% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 7.00% |
% 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 | 14.10% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 9.90% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.03 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.29 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.09 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.74 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.15 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.75 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.06 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.03 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.71 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.41 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.82 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.96 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.14 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.52 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.27 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.2 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.1 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.41 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.35 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.42 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.01 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.6 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.4 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.78 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.19 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.61 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.81 |
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 | 1.46 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.03 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.52 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.41 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.99 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.94 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 2.12 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.92 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.03 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.4 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 2.68 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.23 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.5 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.22 |
% of boys with entries in all English Baccalaureate subject areas | 19.30% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 14.80% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 6.80% |
% of girls with entries in all English Baccalaureate subject areas | 19.60% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 10.30% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 9.30% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 20.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 13.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 8.70% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 40.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 22.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 14.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 45.90% |
% of pupils achieving any qualifications | 95.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 20.90% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 59.20% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 15 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 22.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 60 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 65.90% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 15 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 88.20% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 51.10% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 49.50% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 59.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 52.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 11.60% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 33.10% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 7.60% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 32 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 35.20% |
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 | 76.50% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 28.40% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 27.80% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 37.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 28.90% |
% of pupils entering more than one language | 2.70% |
% of pupils entering biology, chemistry and physics | 23.20% |
Average number of KS4 entries per pupil | 7.6 |
Average number of KS4 entries per pupil with low prior attainment | 7 |
Average number of KS4 entries per pupil with middle prior attainment | 8 |
Average number of KS4 entries per pupil with high prior attainment | 8.2 |
Average number of KS4 entries per disadvantaged pupil | 6.5 |
Average number of KS4 entries per non-disadvantaged pupil | 8 |
Average number of GCSE entries per pupil | 6.8 |
Average number of GCSE entries per pupil with low prior attainment | 6.2 |
Average number of GCSE entries per pupil with middle prior attainment | 7.2 |
Average number of GCSE entries per pupil with high prior attainment | 7.3 |
Average number of GCSE entries per disadvantaged pupil | 5.7 |
Average number of GCSE entries per non-disadvantaged pupil | 7.1 |
Total volume of entries without discounting | 1454 |
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 | Below average |
Number of pupils completing key stage 4 in 2020/21 | 188 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 167 |
Apprenticeships (number of pupils) | 4 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 7 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 114 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 66 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 8 |
Activity not captured (number of pupils) | 6 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 90% |
Apprenticeships (percentage) | 3% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 82% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 47% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 6% |
Activity not captured (percentage) | 4% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 49 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 42 |
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 | 139 |
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) | 125 |
Number of pupils completing key stage 4 in 2019/20 | 144 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 38 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 106 |
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 | NA |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | NA |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | NA |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -19 |
Upper confidence limit on the progression score for the total cohort | -9 |
Lower confidence limit on the progression score for the total cohort | -28 |
Cohort size | 70 |
Progressed | 44% |
Apprenticeships | 0% |
Higher Education | 41% |
Top third | 3% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 70 |
Progressed for academic/applied general cohort | 44% |
Progression score for academic/applied general cohort | -19 |
Upper confidence limit on the progression score for the academic/applied general cohort | -9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -28 |
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 | 36% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 96 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 83 |
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) | 63 |
Further education (level 3 and below) (All levels of study) (number of students) | 33 |
Higher education (level 4 and above) (All levels of study) (number of students) | 29 |
Other education destinations (All levels of study) (number of students) | 1 |
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) | 5 |
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) | 3% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 66% |
Further education (level 3 and below) (All levels of study) (percentage) | 34% |
Higher education (level 4 and above) (All levels of study) (percentage) | 30% |
Other education destinations (All levels of study) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 18% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 8% |
Activity not captured in data (All levels of study) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 28 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 22 |
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) | 19 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 14 |
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) | 4 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 79% |
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) | 68% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 50% |
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) | 14% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 68 |
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) | 61 |
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) | 44 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 19 |
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) | 4 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 90% |
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) | 65% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 28% |
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) | 6% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 87 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 76 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 57 |
Further education (level 3 and below) (Level 3) (number of students) | 28 |
Higher education (level 4 and above) (Level 3) (number of students) | 29 |
Other education destinations (Level 3) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 17 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 7 |
Activity not captured in data (Level 3) (number of students) | 4 |
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) | 2% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 66% |
Further education (level 3 and below) (Level 3) (percentage) | 32% |
Higher education (level 4 and above) (Level 3) (percentage) | 33% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 20% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 8% |
Activity not captured in data (Level 3) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 25 |
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) | 0 |
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) | 13 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 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) | 0% |
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) | 52% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 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) | 62 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 2 |
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) | 15 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 3% |
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) | 24% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 9 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 7 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 6 |
Further education (level 3 and below) (L1, entry level and other) (number of students) | 5 |
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) | 0 |
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) | 1 |
Activity not captured in data (L1, entry level and other) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 78% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 11% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 67% |
Further education (level 3 and below) (L1, entry level and other) (percentage) | 56% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
Other education destinations (L1, entry level and other) (percentage) | 11% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 11% |
Activity not captured in data (L1, entry level and other) (percentage) | 11% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | 0% |
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) | 6 |
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) | 4 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | 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) | 0 |
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) | 67% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | 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) | 0% |
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 | -19 |
Upper confidence limit on the progression score for the total cohort | -9 |
Lower confidence limit on the progression score for the total cohort | -28 |
Cohort size | 70 |
Progressed | 44% |
Apprenticeships | 0% |
Higher Education | 41% |
Top third | 3% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 70 |
Progressed for academic/applied general cohort | 44% |
Progression score for academic/applied general cohort | -19 |
Upper confidence limit on the progression score for the academic/applied general cohort | -9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -28 |
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 | 36% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |