Europa School UK
All-through Free school in Abingdon OX14 3DZ
All-through Free school in Abingdon OX14 3DZ
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1072 |
| Number of girls on roll | 521 |
| Number of boys on roll | 551 |
| Percentage of girls on roll | 48.6 |
| Percentage of boys on roll | 51.4 |
| Number of eligible pupils with an EHC plan | 6 |
| Percentage of eligible pupils with an EHC plan | 0.6 |
| Number of eligible pupils with SEN support | 125 |
| Percentage of eligible pupils with SEN support | 11.7 |
| No. pupils where English not first language | 518 |
| No. pupils with English first language | 554 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 48.3 |
| % pupils with English first language | 51.7 |
| No. pupils eligible for free school meals | 12 |
| Number of pupils eligible for FSM at any time during the past 6 years | 43 |
| Total pupils for FSMEver | 984 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 4.4 |
| Alphabetic index | 8570 |
|---|---|
| School address (1) | Thame Lane |
| School address (2) | Culham |
| School town | Abingdon |
| School postcode | OX14 3DZ |
| School telephone number | 1235524060 |
| School parliamentary constituency code | E14001197 |
| School parliamentary constituency name | Didcot and Wantage |
| Converter academy: URN | 0 |
| Religious denomination | Does not apply |
| Age range | 4-19 |
| School published in secondary school (key stage 4) performance tables | 0 |
| School published in school and college (key stage 5) performance tables | 0 |
| Total number of pupils (including part-time pupils) | 1072 |
| Number of pupils aged 11 | 87 |
| Published eligible pupil number | 87 |
| Eligible boys on school roll at time of tests | 50 |
| Eligible girls on school roll at time of tests | 37 |
| Percentage of eligible boys on school roll at time of tests | 57% |
| Percentage of eligible girls on school roll at time of tests | 43% |
| 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) | 5 |
| Percentage of key stage 2 disadvantaged pupils | 6% |
| Number of key stage 2 pupils who are not disadvantaged | 82 |
| Percentage of key stage 2 pupils who are not disadvantaged | 94% |
| Number of eligible pupils with English as additional language (EAL) | 58 |
| Percentage of eligible pupils with English as additional language (EAL) | 67% |
| Number of eligible pupils classified as non-mobile | 83 |
| Percentage of eligible pupils classified as non-mobile | 95% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 64% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 6% |
| Percentage of pupils reaching the expected standard in reading | 83% |
| Percentage of pupils achieving a high score in reading | 36% |
| Percentage of pupils absent from or not able to access the test in reading | 1% |
| Average scaled score in reading | 107 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 82% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 41% |
| Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 1% |
| Average scaled score in grammar, punctuation and spelling | 107 |
| Percentage of pupils reaching the expected standard in maths | 78% |
| Percentage of pupils achieving a high score in maths | 29% |
| Percentage of pupils absent from or not able to access the test in maths | 1% |
| Average scaled score in maths | 106 |
| Percentage of pupils reaching the expected standard in writing | 74% |
| Percentage of pupils working at greater depth within the expected standard in writing | 6% |
| Percentage of pupils working towards the expected standard in writing | 20% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 92% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 68% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 59% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | SUPP |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | SUPP |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 67% |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 66% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 8% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 3% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | SUPP |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 5% |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 6% |
| Average scaled score in reading for boys | 107 |
| Average scaled score in reading for girls | 107 |
| Average scaled score in reading for disadvantaged pupils | SUPP |
| Average scaled score in reading for non-disadvantaged pupils | SUPP |
| Average scaled score in reading for EAL pupils | 108 |
| Average scaled score in reading for MOBN pupils | 108 |
| Average scaled score in maths for boys | 107 |
| Average scaled score in maths for girls | 104 |
| Average scaled score in maths for disadvantaged pupils | SUPP |
| Average scaled score in maths for non-disadvantaged pupils | SUPP |
| Average scaled score in maths for EAL pupils | 106 |
| Average scaled score in maths for MOBN pupils | 106 |
| Average scaled score in GPS for boys | 108 |
| Average scaled score in GPS for girls | 107 |
| Average scaled score in GPS for disadvantaged pupils | SUPP |
| Average scaled score in GPS for non-disadvantaged pupils | SUPP |
| Average scaled score in GPS for EAL pupils | 108 |
| Average scaled score in GPS for MOBN pupils | 108 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | SUPP |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | SUPP |
| Percentage of disadvantaged pupils reaching the expected standard in maths | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | SUPP |
| Percentage of disadvantaged pupils reaching the expected standard in writing | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | SUPP |
| Percentage of disadvantaged pupils achieving a high score in reading | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in reading | SUPP |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | SUPP |
| Percentage of disadvantaged pupils achieving a high score in maths | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in maths | SUPP |
| Percentage of disadvantaged pupils working at greater depth in writing | SUPP |
| Percentage of non-disadvantaged pupils working at greater depth in writing | SUPP |
| Number of eligible pupils with English as first language | 29 |
| Percentage of eligible pupils with English as first language | 33% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0% |
| Number of eligible pupils with EHC plan | 0 |
| Percentage of eligible pupils with EHC plan | 0% |
| Number of eligible pupils with SEN support | 13 |
| Percentage of eligible pupils with SEN support | 15% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 13 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 15% |
| Number of eligible pupils 2023 | 88 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 2% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 98% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 74% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 16% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | SUPP |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | SUPP |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | SUPP |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | SUPP |
| Reading progress measure - one year prior | 4.7 |
| Reading progress measure - lower confidence limit - one year prior | 3.3 |
| Reading progress measure - upper confidence limit - one year prior | 6.1 |
| Writing progress measure - one year prior | 1 |
| Writing progress measure - lower confidence limit - one year prior | -0.3 |
| Writing progress measure - upper confidence limit - one year prior | 2.3 |
| Maths progress measure - one year prior | 2.9 |
| Maths progress measure - lower confidence limit - one year prior | 1.6 |
| Maths progress measure - upper confidence limit - one year prior | 4.2 |
| Average scaled score in reading - one year prior | 110 |
| Average scaled score in maths - one year prior | 108 |
| School address (1) | Thame Lane |
|---|---|
| School address (2) | Culham |
| School town | Abingdon |
| School postcode | OX14 3DZ |
| School telephone number | 01235524060 |
| School parliamentary constituency code | E14001197 |
| School parliamentary constituency name | Didcot and Wantage |
| Religious denomination | Does not apply |
| Age range | 4-19 |
| 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) | 1072 |
| Total boys on roll (including part-time pupils) | 551 |
| Total girls on roll (including part-time pupils) | 521 |
| Number of pupils at the end of key stage 4 | 53 |
| Number of boys at the end of key stage 4 | 26 |
| % of pupils at the end of key stage 4 who are boys | 49.10% |
| Number of girls at the end of key stage 4 | 27 |
| % of pupils at the end key stage 4 who are girls | 50.90% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.4 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 7 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 14.90% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 21 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 44.70% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 19 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 40.40% |
| 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) | 3 |
| Percentage of key stage 2 disadvantaged pupils | 5.70% |
| Number of key stage 2 pupils who are not disadvantaged | 50 |
| Percentage of key stage 2 pupils who are not disadvantaged | 94.30% |
| Number of eligible pupils with English as additional language (EAL) | 34 |
| Percentage of eligible pupils with English as additional language (EAL) | 64.20% |
| Number of eligible pupils with English as first language | 19 |
| Percentage of eligible pupils with English as first language | 35.80% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0.00% |
| Number of pupils at the end of key stage 4 who are non-mobile | 51 |
| % of pupils at the end of key stage 4 who are non-mobile | 96.20% |
| 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 | 11 |
| % 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 | 20.80% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 20.80% |
| Total sum of Attainment 8 scores | 45 |
| Average Attainment 8 score per pupil | 0.8 |
| Total sum of Attainment 8 scores for English element | 0 |
| Average Attainment 8 score per pupil for English element | 0 |
| Total sum of Attainment 8 scores for mathematics element | 0 |
| Average Attainment 8 score per pupil for mathematics element | 0 |
| Total sum of Attainment 8 scores for EBacc element | 45 |
| Average Attainment 8 score per pupil for EBacc element | 0.8 |
| Total sum of Attainment 8 scores for open element | 0 |
| Average Attainment 8 score per pupil for open element | 0 |
| Total sum of Attainment 8 scores for open element - GCSE only | 0 |
| Average Attainment 8 score per pupil for open element - GCSE only | 0 |
| 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 | 0.1 |
| Average number of Open slots filled in Attainment 8 per pupil | 0 |
| Number of pupils included in Progress 8 measure | 47 |
| Number of pupils who have had P8 score adjusted in average | 34 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 89% |
| Progress 8 measure after adjustment for extreme scores | -3.84 |
| Progress 8 lower 95% confidence interval for adjusted average | -4.25 |
| Progress 8 upper 95% confidence interval for adjusted average | -3.44 |
| Progress 8 measure based on unadjusted pupil scores | -5.09 |
| Progress 8 lower 95% confidence interval for unadjusted average | -5.51 |
| Progress 8 upper 95% confidence interval for unadjusted average | -4.68 |
| Progress 8 measure for English element | -5.45 |
| Lower 95% confidence interval for Progress 8 English element | -5.91 |
| Upper 95% confidence interval for Progress 8 English element | -4.99 |
| Progress 8 measure for mathematics element | -5.13 |
| Lower 95% confidence interval for Progress 8 maths element | -5.56 |
| Upper 95% confidence interval for Progress 8 maths element | -4.71 |
| Progress 8 measure for EBacc element | -4.87 |
| Lower 95% confidence interval for Progress 8 EBacc element | -5.34 |
| Upper 95% confidence interval for Progress 8 EBacc element | -4.4 |
| Progress 8 measure for open element | -5.05 |
| Lower 95% confidence interval for Progress 8 open element | -5.52 |
| Upper 95% confidence interval for Progress 8 open element | -4.59 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 0.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 0.00% |
| Total EBacc APS score per pupil | 7.5 |
| Average EBacc APS score per pupil | 0.14 |
| Average EBacc APS score per disadvantaged pupil | SUPP |
| Average EBacc APS score per non-disadvantaged pupil | SUPP |
| Average EBacc APS score per pupil with low prior attainment | 0 |
| Average EBacc APS score per pupil with middle prior attainment | 0.14 |
| Average EBacc APS score per pupil with high prior attainment | 0.08 |
| Average EBacc APS score per pupil for whom English is an additional language | 0.22 |
| Average EBacc APS score per girl | 0.17 |
| Average EBacc APS score per boy | 0.12 |
| Average EBacc APS score per non-mobile pupil | 0.15 |
| 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 | 0 |
| % of pupils entering the English Baccalaureate English subject area | 0.00% |
| Number of pupils entering the English Baccalaureate Maths subject area | 0 |
| % of pupils entering the English Baccalaureate Maths subject area | 0.00% |
| Number of pupils entering the English Baccalaureate Science subject area | 0 |
| % of pupils entering the English Baccalaureate Science subject area | 0.00% |
| 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 | 9.40% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 0.00% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 0.00% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 0.00% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 0.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | NE |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | NE |
| % 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 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | NE |
| 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 | 3 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | SUPP |
| English Baccalaureate Science Value Added measure | NE |
| English Baccalaureate Science Value Added lower 95% confidence limit | NE |
| English Baccalaureate Science Value Added upper 95% confidence limit | NE |
| 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 | 0 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 0 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 0 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 0 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | NE |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | NE |
| 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 | 0 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 0.00% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 0 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 0.00% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | NE |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | NE |
| 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 | SUPP |
| Number of disadvantaged pupils in Progress 8 measure | SUPP |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | SUPP |
| Adjusted Progress 8 measure - disadvantaged pupils | SUPP |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | SUPP |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | SUPP |
| Unadjusted Progress 8 measure - disadvantaged pupils | SUPP |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | SUPP |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | SUPP |
| Average Attainment 8 score per non-disadvantaged pupil | SUPP |
| Number of non-disadvantaged pupils in Progress 8 measure | SUPP |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | SUPP |
| Adjusted Progress 8 measure - non-disadvantaged pupils | SUPP |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | SUPP |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | SUPP |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | SUPP |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | SUPP |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | SUPP |
| Average Attainment 8 score per disadvantaged pupil for English element | SUPP |
| Progress 8 measure for English element - disadvantaged pupils | SUPP |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | SUPP |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | SUPP |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | SUPP |
| Progress 8 measure for maths element - disadvantaged pupils | SUPP |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | SUPP |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | SUPP |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | SUPP |
| Progress 8 measure for EBacc element - disadvantaged pupils | SUPP |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | SUPP |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | SUPP |
| Average Attainment 8 score per disadvantaged pupil for open element | SUPP |
| Progress 8 measure for open element - disadvantaged pupils | SUPP |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | SUPP |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | SUPP |
| Average Attainment 8 score per non-disadvantaged pupil for English element | SUPP |
| Progress 8 measure for English element - non-disadvantaged pupils | SUPP |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | SUPP |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | SUPP |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | SUPP |
| Progress 8 measure for maths element - non-disadvantaged pupils | SUPP |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | SUPP |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | SUPP |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | SUPP |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | SUPP |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | SUPP |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | SUPP |
| Average Attainment 8 score per non-disadvantaged pupil for open element | SUPP |
| Progress 8 measure for open element - non-disadvantaged pupils | SUPP |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | SUPP |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | SUPP |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | SUPP |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | SUPP |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | SUPP |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | SUPP |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | SUPP |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | SUPP |
| Average Attainment 8 score per pupil with low prior attainment | 0 |
| Number of pupils with low prior attainment included in Progress 8 measure | 7 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -2.68 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -3.73 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -1.63 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -2.68 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -3.75 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -1.61 |
| Average Attainment 8 score per pupil with middle prior attainment | 0.9 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 21 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 15 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -4.07 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -4.68 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -3.46 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -4.64 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -5.25 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -4.02 |
| Average Attainment 8 score per pupil with high prior attainment | 0.5 |
| Number of pupils with high prior attainment included in Progress 8 measure | 19 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 19 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -4.02 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -4.66 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -3.38 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -6.49 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -7.14 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -5.84 |
| Average Attainment 8 score per pupil for whom English is an additional language | 1.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 0 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 0 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 1.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 0 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 0 |
| 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 | 29 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 20 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | -3.86 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -4.37 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | -3.34 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | -5.02 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -5.55 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | -4.5 |
| Average Attainment 8 score per girl | 1 |
| Average Attainment 8 score per girl for English element | 0 |
| Average Attainment 8 score per girl for mathematics element | 0 |
| Average Attainment 8 score per girl for EBacc element | 1 |
| Average Attainment 8 score per girl for open element | 0 |
| Average Attainment 8 score per girl - GCSE only | 0 |
| Average Attainment 8 score per girl - non-GCSE only | 0 |
| Number of girls included in Progress 8 measure | 24 |
| Number of girls in progress measure with adjusted scores | 16 |
| Adjusted Progress 8 measure - girls | -3.92 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -4.49 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -3.36 |
| Unadjusted Progress 8 measure - girls | -4.85 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -5.42 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -4.27 |
| Average Attainment 8 score per boy | 0.7 |
| Average Attainment 8 score per boy for English element | 0 |
| Average Attainment 8 score per boy for mathematics element | 0 |
| Average Attainment 8 score per boy for EBacc element | 0.7 |
| Average Attainment 8 score per boy for open element | 0 |
| Average Attainment 8 score per boy - GCSE only | 0 |
| Average Attainment 8 score per boy - non-GCSE only | 0 |
| Number of boys included in Progress 8 measure | 23 |
| Number of boys in progress measure with adjusted scores | 18 |
| Adjusted Progress 8 measure - boys | -3.76 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -4.34 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -3.18 |
| Unadjusted Progress 8 measure - boys | -5.35 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -5.94 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -4.76 |
| Average Attainment 8 score per non-mobile pupil | 0.9 |
| Average Attainment 8 score per non-mobile pupil for English element | 0 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 0 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 0.9 |
| Average Attainment 8 score per non-mobile pupil for open element | 0 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 0 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
| Number of non-mobile pupils included in Progress 8 measure | 46 |
| Number of non-mobile pupils in progress measure with adjusted scores | 33 |
| Adjusted Progress 8 measure - non-mobile pupils | -3.84 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -4.25 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -3.43 |
| Unadjusted Progress 8 measure - non-mobile pupils | -5.12 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -5.53 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -4.7 |
| 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 | SUPP |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | SUPP |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | SUPP |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | SUPP |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | SUPP |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | SUPP |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | NE |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | NE |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | NE |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | SUPP |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | SUPP |
| 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 | SUPP |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | SUPP |
| 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 | SUPP |
| 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 | SUPP |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | SUPP |
| 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 | 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 | 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 | 0.00% |
| % of pupils achieving any qualifications | 9.40% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | SUPP |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | SUPP |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 0 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 0.00% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 0 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 0.00% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 0 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 0.00% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 0.00% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 0.00% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 0.00% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 0.00% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | SUPP |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | SUPP |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 0.00% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 0.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 0.00% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 0.00% |
| % of pupils entering more than one language | 0.00% |
| % of pupils entering biology, chemistry and physics | 0.00% |
| Average number of KS4 entries per pupil | 0.1 |
| Average number of KS4 entries per pupil with low prior attainment | 0 |
| Average number of KS4 entries per pupil with middle prior attainment | 0.1 |
| Average number of KS4 entries per pupil with high prior attainment | 0.1 |
| Average number of KS4 entries per disadvantaged pupil | SUPP |
| Average number of KS4 entries per non-disadvantaged pupil | SUPP |
| Average number of GCSE entries per pupil | 0.1 |
| Average number of GCSE entries per pupil with low prior attainment | 0 |
| Average number of GCSE entries per pupil with middle prior attainment | 0.1 |
| Average number of GCSE entries per pupil with high prior attainment | 0.1 |
| Average number of GCSE entries per disadvantaged pupil | SUPP |
| Average number of GCSE entries per non-disadvantaged pupil | SUPP |
| Total volume of entries without discounting | 5 |
| Total volume of covid-impacted entries without discounting | 0 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Well below average |
| Number of pupils completing key stage 4 in 2020/21 | 48 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 41 |
| Apprenticeships (number of pupils) | 0 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | SUPP |
| Further education (number of pupils) | SUPP |
| School sixth form (number of pupils) | SUPP |
| 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) | 2 |
| Activity not captured (number of pupils) | 5 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 84% |
| Apprenticeships (percentage) | 0% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | SUPP |
| Further education (percentage) | SUPP |
| School sixth form (percentage) | SUPP |
| 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) | 4% |
| Activity not captured (percentage) | 11% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 3 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| 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 | 45 |
| 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) | 38 |
| Number of pupils completing key stage 4 in 2019/20 | 50 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 86% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 2 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 48 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
| Number of pupils completing key stage 4 in 2018/19 | 58 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 2 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 56 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 39 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 29 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 22 |
| Further education (level 3 and below) (All levels of study) (number of students) | 3 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 19 |
| Other education destinations (All levels of study) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 7 |
| 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) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 74% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 56% |
| Further education (level 3 and below) (All levels of study) (percentage) | 8% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 49% |
| Other education destinations (All levels of study) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 18% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 21% |
| 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) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 38 |
| 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) | 28 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| 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) | 21 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 18 |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 8 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 74% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 55% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 8% |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 47% |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 18% |
| 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) | 21% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 39 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 29 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 22 |
| Further education (level 3 and below) (Level 3) (number of students) | 3 |
| Higher education (level 4 and above) (Level 3) (number of students) | 19 |
| 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) | 7 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
| Activity not captured in data (Level 3) (number of students) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 74% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 56% |
| Further education (level 3 and below) (Level 3) (percentage) | 8% |
| Higher education (level 4 and above) (Level 3) (percentage) | 49% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 18% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 21% |
| 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) | 1 |
| 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) | SUPP |
| 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) | SUPP |
| 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) | 38 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 28 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 21 |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 3 |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 18 |
| 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) | 7 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 8 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 74% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 55% |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 8% |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 47% |
| 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) | 18% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 21% |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
| Other education destinations (L1, entry level and other) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
| Other education destinations (L1, entry level and other) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |