For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1600 |
Number of girls on roll | 743 |
Number of boys on roll | 857 |
Percentage of girls on roll | 46.4 |
Percentage of boys on roll | 53.6 |
Number of eligible pupils with an EHC plan | 43 |
Percentage of eligible pupils with an EHC plan | 2.7 |
Number of eligible pupils with SEN support | 222 |
Percentage of eligible pupils with SEN support | 13.9 |
No. pupils where English not first language | 211 |
No. pupils with English first language | 1369 |
No. pupils where first language is unclassified | 20 |
% pupils where English not first language | 13.2 |
% pupils with English first language | 85.6 |
No. pupils eligible for free school meals | 79 |
Number of pupils eligible for FSM at any time during the past 6 years | 66 |
Total pupils for FSMEver | 1116 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 5.9 |
School address (1) | Austen Way |
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School town | St Albans |
School postcode | AL4 0XB |
School telephone number | 01727854726 |
School parliamentary constituency code | E14001507 |
School parliamentary constituency name | St Albans |
Religious denomination | Does not apply |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1600 |
Total boys on roll (including part-time pupils) | 857 |
Total girls on roll (including part-time pupils) | 743 |
Number of pupils at the end of key stage 4 | 209 |
Number of boys at the end of key stage 4 | 117 |
% of pupils at the end of key stage 4 who are boys | 56.00% |
Number of girls at the end of key stage 4 | 92 |
% of pupils at the end key stage 4 who are girls | 44.00% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 38 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 18.60% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 105 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 51.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 61 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 29.90% |
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) | 20 |
Percentage of key stage 2 disadvantaged pupils | 9.60% |
Number of key stage 2 pupils who are not disadvantaged | 189 |
Percentage of key stage 2 pupils who are not disadvantaged | 90.40% |
Number of eligible pupils with English as additional language (EAL) | 22 |
Percentage of eligible pupils with English as additional language (EAL) | 10.50% |
Number of eligible pupils with English as first language | 177 |
Percentage of eligible pupils with English as first language | 84.70% |
Number of eligible pupils with unclassified language | 10 |
Percentage of eligible pupils with unclassified language | 4.80% |
Number of pupils at the end of key stage 4 who are non-mobile | 209 |
% of pupils at the end of key stage 4 who are non-mobile | 100.00% |
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 | 3.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 57 |
% 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 | 27.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 49 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 23.40% |
Total sum of Attainment 8 scores | 12324.5 |
Average Attainment 8 score per pupil | 59 |
Total sum of Attainment 8 scores for English element | 2442 |
Average Attainment 8 score per pupil for English element | 11.7 |
Total sum of Attainment 8 scores for mathematics element | 2514 |
Average Attainment 8 score per pupil for mathematics element | 12 |
Total sum of Attainment 8 scores for EBacc element | 3761 |
Average Attainment 8 score per pupil for EBacc element | 18 |
Total sum of Attainment 8 scores for open element | 3607.5 |
Average Attainment 8 score per pupil for open element | 17.3 |
Total sum of Attainment 8 scores for open element - GCSE only | 3420 |
Average Attainment 8 score per pupil for open element - GCSE only | 16.4 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 187.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.9 |
Average number of EBacc slots filled in Attainment 8 per pupil | 3 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 204 |
Number of pupils who have had P8 score adjusted in average | 1 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 98% |
Progress 8 measure after adjustment for extreme scores | 0.89 |
Progress 8 lower 95% confidence interval for adjusted average | 0.7 |
Progress 8 upper 95% confidence interval for adjusted average | 1.09 |
Progress 8 measure based on unadjusted pupil scores | 0.88 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.68 |
Progress 8 upper 95% confidence interval for unadjusted average | 1.07 |
Progress 8 measure for English element | 0.5 |
Lower 95% confidence interval for Progress 8 English element | 0.28 |
Upper 95% confidence interval for Progress 8 English element | 0.72 |
Progress 8 measure for mathematics element | 1.03 |
Lower 95% confidence interval for Progress 8 maths element | 0.83 |
Upper 95% confidence interval for Progress 8 maths element | 1.24 |
Progress 8 measure for EBacc element | 1.09 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.87 |
Upper 95% confidence interval for Progress 8 EBacc element | 1.32 |
Progress 8 measure for open element | 0.81 |
Lower 95% confidence interval for Progress 8 open element | 0.59 |
Upper 95% confidence interval for Progress 8 open element | 1.03 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 85.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 69.40% |
Total EBacc APS score per pupil | 1182.48 |
Average EBacc APS score per pupil | 5.66 |
Average EBacc APS score per disadvantaged pupil | 3.92 |
Average EBacc APS score per non-disadvantaged pupil | 5.84 |
Average EBacc APS score per pupil with low prior attainment | 2.92 |
Average EBacc APS score per pupil with middle prior attainment | 5.62 |
Average EBacc APS score per pupil with high prior attainment | 7.29 |
Average EBacc APS score per pupil for whom English is an additional language | 6.23 |
Average EBacc APS score per girl | 6.22 |
Average EBacc APS score per boy | 5.22 |
Average EBacc APS score per non-mobile pupil | 5.66 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 182 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 87.10% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 60.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 46.90% |
Number of pupils entering the English Baccalaureate English subject area | 206 |
% of pupils entering the English Baccalaureate English subject area | 98.60% |
Number of pupils entering the English Baccalaureate Maths subject area | 208 |
% of pupils entering the English Baccalaureate Maths subject area | 99.50% |
Number of pupils entering the English Baccalaureate Science subject area | 208 |
% of pupils entering the English Baccalaureate Science subject area | 99.50% |
Number of pupils entering the English Baccalaureate Humanities subject area | 205 |
% of pupils entering the English Baccalaureate Humanities subject area | 98.10% |
Number of pupils entering the English Baccalaureate Language subject area | 182 |
% of pupils entering the English Baccalaureate Language subject area | 87.10% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 89.50% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 78.90% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 89.50% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 74.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 83.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 70.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 81.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 69.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 73.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 58.80% |
Number of pupils included in English Baccalaureate Science Value Added measure | 203 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 200 |
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 | 177 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 97% |
English Baccalaureate Science Value Added measure | 0.97 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.77 |
English Baccalaureate Science Value Added upper 95% confidence limit | 1.17 |
EBacc Humanities VA measure | 0.92 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.67 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.16 |
English Baccalaureate Languages Value Added measure | 0.26 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.02 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.55 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 187 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 165 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 187 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 156 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 174 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 147 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 167 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 143 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 133 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 107 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 182 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 87.10% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 206 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 98.60% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 207 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.00% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 208 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 205 |
% 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 | 182 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 41.1 |
Number of disadvantaged pupils in Progress 8 measure | 20 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.28 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.34 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.9 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.28 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.35 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.91 |
Average Attainment 8 score per non-disadvantaged pupil | 60.9 |
Number of non-disadvantaged pupils in Progress 8 measure | 184 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.96 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.75 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.16 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.94 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.73 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.15 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.3 |
Progress 8 measure for English element - disadvantaged pupils | 0.41 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.3 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 1.12 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.7 |
Progress 8 measure for maths element - disadvantaged pupils | 0.14 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.52 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.79 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 12.6 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.55 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.16 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 1.27 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.5 |
Progress 8 measure for open element - disadvantaged pupils | 0.02 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.69 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.72 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.9 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.51 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.28 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.74 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12.5 |
Progress 8 measure for maths element - non-disadvantaged pupils | 1.13 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.92 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.35 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 18.6 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.15 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.91 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.39 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 17.9 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.9 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.66 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.13 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 10.5 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 17 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.9 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -8.9 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.12 |
Average Attainment 8 score per pupil with low prior attainment | 33.1 |
Number of pupils with low prior attainment included in Progress 8 measure | 38 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.52 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.07 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.97 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.52 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.06 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.98 |
Average Attainment 8 score per pupil with middle prior attainment | 58.7 |
Number of pupils with middle prior attainment included in Progress 8 measure | 105 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 1.16 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.89 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.43 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 1.16 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.89 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.44 |
Average Attainment 8 score per pupil with high prior attainment | 74.1 |
Number of pupils with high prior attainment included in Progress 8 measure | 61 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.65 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.3 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.01 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.6 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.24 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.97 |
Average Attainment 8 score per pupil for whom English is an additional language | 63.4 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.2 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 13 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 20.1 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 18.1 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 17 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.1 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 21 |
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 | 1.53 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.92 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.13 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.53 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.91 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.14 |
Average Attainment 8 score per girl | 64.5 |
Average Attainment 8 score per girl for English element | 13.2 |
Average Attainment 8 score per girl for mathematics element | 12.3 |
Average Attainment 8 score per girl for EBacc element | 19.6 |
Average Attainment 8 score per girl for open element | 19.4 |
Average Attainment 8 score per girl - GCSE only | 18.6 |
Average Attainment 8 score per girl - non-GCSE only | 0.8 |
Number of girls included in Progress 8 measure | 87 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 1.07 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.78 |
Adjusted Progress 8 upper 95% confidence interval - girls | 1.37 |
Unadjusted Progress 8 measure - girls | 1.04 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.74 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 1.34 |
Average Attainment 8 score per boy | 54.6 |
Average Attainment 8 score per boy for English element | 10.5 |
Average Attainment 8 score per boy for mathematics element | 11.8 |
Average Attainment 8 score per boy for EBacc element | 16.7 |
Average Attainment 8 score per boy for open element | 15.6 |
Average Attainment 8 score per boy - GCSE only | 14.6 |
Average Attainment 8 score per boy - non-GCSE only | 0.9 |
Number of boys included in Progress 8 measure | 117 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.75 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.5 |
Adjusted Progress 8 upper 95% confidence interval - boys | 1.01 |
Unadjusted Progress 8 measure - boys | 0.75 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.49 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 1.02 |
Average Attainment 8 score per non-mobile pupil | 59 |
Average Attainment 8 score per non-mobile pupil for English element | 11.7 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 12 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 18 |
Average Attainment 8 score per non-mobile pupil for open element | 17.3 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 16.4 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.9 |
Number of non-mobile pupils included in Progress 8 measure | 204 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.89 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.7 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.09 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.88 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.68 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.07 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 17 |
EBacc entered % by low prior attainment | 44.70% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.60% |
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 | 102 |
EBacc entered % by middle prior attainment | 97.10% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 61.90% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 39.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 58 |
EBacc entered % by high prior attainment | 95.10% |
EBacc achieved % by high prior attainment - with 9-4 passes | 90.20% |
EBacc achieved % by high prior attainment - with 9-5 passes | 86.90% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 70.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 88.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 25.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 20.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 64.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 49.70% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.51 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.23 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.79 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.31 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.04 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.54 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.21 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.62 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.51 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.96 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.96 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.18 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.78 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.6 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.34 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.95 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.33 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.25 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.83 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.97 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.05 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.51 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.95 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.16 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.42 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 1.29 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.27 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.22 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.7 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.13 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.05 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.55 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.87 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.07 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.17 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.42 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.63 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.64 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.04 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.03 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.89 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.56 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.2 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.28 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.27 |
% of boys with entries in all English Baccalaureate subject areas | 83.80% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 51.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 33.30% |
% of girls with entries in all English Baccalaureate subject areas | 91.30% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 71.70% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 64.10% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 87.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 60.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 46.90% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 86.40% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 77.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 59.10% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 82.30% |
% of pupils achieving any qualifications | 99.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 50.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 89.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 17 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 44.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 97 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 92.40% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 60 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 98.40% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 81.20% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 91.30% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 86.40% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 85.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 30.00% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 73.50% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5.30% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 79 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 75.20% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 59 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 96.70% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 59.80% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 81.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 72.70% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 69.40% |
% of pupils entering more than one language | 7.70% |
% of pupils entering biology, chemistry and physics | 33.50% |
Average number of KS4 entries per pupil | 8.8 |
Average number of KS4 entries per pupil with low prior attainment | 7.2 |
Average number of KS4 entries per pupil with middle prior attainment | 9.1 |
Average number of KS4 entries per pupil with high prior attainment | 9.4 |
Average number of KS4 entries per disadvantaged pupil | 7.8 |
Average number of KS4 entries per non-disadvantaged pupil | 8.9 |
Average number of GCSE entries per pupil | 8.5 |
Average number of GCSE entries per pupil with low prior attainment | 6.6 |
Average number of GCSE entries per pupil with middle prior attainment | 8.7 |
Average number of GCSE entries per pupil with high prior attainment | 9.2 |
Average number of GCSE entries per disadvantaged pupil | 7.4 |
Average number of GCSE entries per non-disadvantaged pupil | 8.6 |
Total volume of entries without discounting | 1853 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Well above average |
Number of pupils completing key stage 4 in 2020/21 | 186 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 179 |
Apprenticeships (number of pupils) | SUPP |
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) | 162 |
Further education (number of pupils) | 23 |
School sixth form (number of pupils) | 139 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 2 |
Activity not captured (number of pupils) | 5 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
Apprenticeships (percentage) | SUPP |
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) | 94% |
Further education (percentage) | 13% |
School sixth form (percentage) | 80% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 1% |
Activity not captured (percentage) | 3% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 13 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 13 |
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 | 173 |
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) | 166 |
Number of pupils completing key stage 4 in 2019/20 | 186 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 18 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 168 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
Number of pupils completing key stage 4 in 2018/19 | 188 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 99% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 15 |
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 | 173 |
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 |
---|---|
Progression score for the total cohort | 11 |
Upper confidence limit on the progression score for the total cohort | 16 |
Lower confidence limit on the progression score for the total cohort | 5 |
Cohort size | 206 |
Progressed | 94% |
Apprenticeships | 1% |
Higher Education | 92% |
Top third | 51% |
Higher technical | SP |
Cohort size for academic/applied general cohort | 206 |
Progressed for academic/applied general cohort | 94% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 5 |
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 | 100% |
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) | 239 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 212 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 9 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 170 |
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) | 166 |
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) | 33 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 23 |
Activity not captured in data (All levels of study) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 4% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 71% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 69% |
Other education destinations (All levels of study) (percentage) | SP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 14% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
Activity not captured in data (All levels of study) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 20 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 16 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
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) | 80% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 10% |
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) | 219 |
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) | 196 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 31 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 14% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 238 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 211 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 9 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 170 |
Further education (level 3 and below) (Level 3) (number of students) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) | 166 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 32 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 23 |
Activity not captured in data (Level 3) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 4% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 71% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 70% |
Other education destinations (Level 3) (percentage) | SP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 13% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
Activity not captured in data (Level 3) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 11 |
Upper confidence limit on the progression score for the total cohort | 16 |
Lower confidence limit on the progression score for the total cohort | 5 |
Cohort size | 206 |
Progressed | 94% |
Apprenticeships | 1% |
Higher Education | 92% |
Top third | 51% |
Higher technical | SP |
Cohort size for academic/applied general cohort | 206 |
Progressed for academic/applied general cohort | 94% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 5 |
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 | 100% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |