For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 912 |
Number of girls on roll | 453 |
Number of boys on roll | 459 |
Percentage of girls on roll | 49.7 |
Percentage of boys on roll | 50.3 |
Number of eligible pupils with an EHC plan | 8 |
Percentage of eligible pupils with an EHC plan | 0.9 |
Number of eligible pupils with SEN support | 149 |
Percentage of eligible pupils with SEN support | 16.3 |
No. pupils where English not first language | 249 |
No. pupils with English first language | 663 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 27.3 |
% pupils with English first language | 72.7 |
No. pupils eligible for free school meals | 270 |
Number of pupils eligible for FSM at any time during the past 6 years | 275 |
Total pupils for FSMEver | 841 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 32.7 |
School address (1) | Ruskin Road |
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School town | Banbury |
School postcode | OX16 9HY |
School telephone number | 01295251451 |
School parliamentary constituency code | E14001072 |
School parliamentary constituency name | Banbury |
Religious denomination | None |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 912 |
Total boys on roll (including part-time pupils) | 459 |
Total girls on roll (including part-time pupils) | 453 |
Number of pupils at the end of key stage 4 | 134 |
Number of boys at the end of key stage 4 | 56 |
% of pupils at the end of key stage 4 who are boys | 41.80% |
Number of girls at the end of key stage 4 | 78 |
% of pupils at the end key stage 4 who are girls | 58.20% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 41 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 35.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 65 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 9 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 7.80% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 37 |
Percentage of key stage 2 disadvantaged pupils | 27.60% |
Number of key stage 2 pupils who are not disadvantaged | 97 |
Percentage of key stage 2 pupils who are not disadvantaged | 72.40% |
Number of eligible pupils with English as additional language (EAL) | 38 |
Percentage of eligible pupils with English as additional language (EAL) | 28.40% |
Number of eligible pupils with English as first language | 95 |
Percentage of eligible pupils with English as first language | 70.90% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 0.70% |
Number of pupils at the end of key stage 4 who are non-mobile | 119 |
% of pupils at the end of key stage 4 who are non-mobile | 88.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.70% |
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 | 25 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 18.70% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 24 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 17.90% |
Total sum of Attainment 8 scores | 4643.8 |
Average Attainment 8 score per pupil | 34.7 |
Total sum of Attainment 8 scores for English element | 1060 |
Average Attainment 8 score per pupil for English element | 7.9 |
Total sum of Attainment 8 scores for mathematics element | 914 |
Average Attainment 8 score per pupil for mathematics element | 6.8 |
Total sum of Attainment 8 scores for EBacc element | 1422.5 |
Average Attainment 8 score per pupil for EBacc element | 10.6 |
Total sum of Attainment 8 scores for open element | 1247.3 |
Average Attainment 8 score per pupil for open element | 9.3 |
Total sum of Attainment 8 scores for open element - GCSE only | 909 |
Average Attainment 8 score per pupil for open element - GCSE only | 6.8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 338.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 2.5 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.5 |
Number of pupils included in Progress 8 measure | 115 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 86% |
Progress 8 measure after adjustment for extreme scores | -0.65 |
Progress 8 lower 95% confidence interval for adjusted average | -0.91 |
Progress 8 upper 95% confidence interval for adjusted average | -0.39 |
Progress 8 measure based on unadjusted pupil scores | -0.65 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.91 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.39 |
Progress 8 measure for English element | -0.54 |
Lower 95% confidence interval for Progress 8 English element | -0.83 |
Upper 95% confidence interval for Progress 8 English element | -0.24 |
Progress 8 measure for mathematics element | -0.56 |
Lower 95% confidence interval for Progress 8 maths element | -0.83 |
Upper 95% confidence interval for Progress 8 maths element | -0.29 |
Progress 8 measure for EBacc element | -0.47 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.77 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.17 |
Progress 8 measure for open element | -0.97 |
Lower 95% confidence interval for Progress 8 open element | -1.27 |
Upper 95% confidence interval for Progress 8 open element | -0.68 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 44.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 24.60% |
Total EBacc APS score per pupil | 444.97 |
Average EBacc APS score per pupil | 3.32 |
Average EBacc APS score per disadvantaged pupil | 2.09 |
Average EBacc APS score per non-disadvantaged pupil | 3.79 |
Average EBacc APS score per pupil with low prior attainment | 2.36 |
Average EBacc APS score per pupil with middle prior attainment | 3.38 |
Average EBacc APS score per pupil with high prior attainment | 5.76 |
Average EBacc APS score per pupil for whom English is an additional language | 3.32 |
Average EBacc APS score per girl | 3.5 |
Average EBacc APS score per boy | 3.08 |
Average EBacc APS score per non-mobile pupil | 3.27 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 92 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 68.70% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 20.10% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 8.20% |
Number of pupils entering the English Baccalaureate English subject area | 125 |
% of pupils entering the English Baccalaureate English subject area | 93.30% |
Number of pupils entering the English Baccalaureate Maths subject area | 130 |
% of pupils entering the English Baccalaureate Maths subject area | 97.00% |
Number of pupils entering the English Baccalaureate Science subject area | 126 |
% of pupils entering the English Baccalaureate Science subject area | 94.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 116 |
% of pupils entering the English Baccalaureate Humanities subject area | 86.60% |
Number of pupils entering the English Baccalaureate Language subject area | 96 |
% of pupils entering the English Baccalaureate Language subject area | 71.60% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 61.90% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 40.30% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 47.00% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 28.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 43.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 25.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 40.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 25.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 49.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 34.40% |
Number of pupils included in English Baccalaureate Science Value Added measure | 108 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 86% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 98 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 84% |
Number of pupils included in English Baccalaureate Language Value Added measure | 80 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 83% |
English Baccalaureate Science Value Added measure | -0.52 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.79 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.24 |
EBacc Humanities VA measure | -0.63 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.98 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.28 |
English Baccalaureate Languages Value Added measure | -0.49 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.92 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.06 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 83 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 54 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 63 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 38 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 55 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 32 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 47 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 29 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 47 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 33 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 90 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 67.20% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 124 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 92.50% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 124 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 92.50% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 124 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.40% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 110 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 94.80% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 96 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 22.7 |
Number of disadvantaged pupils in Progress 8 measure | 37 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.26 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.72 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.81 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.27 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.74 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.81 |
Average Attainment 8 score per non-disadvantaged pupil | 39.2 |
Number of non-disadvantaged pupils in Progress 8 measure | 78 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.36 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.67 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.04 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.36 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.68 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.04 |
Average Attainment 8 score per disadvantaged pupil for English element | 5.7 |
Progress 8 measure for English element - disadvantaged pupils | -1.14 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.66 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.62 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 4.7 |
Progress 8 measure for maths element - disadvantaged pupils | -1.05 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.53 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.57 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.5 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.15 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.68 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.62 |
Average Attainment 8 score per disadvantaged pupil for open element | 5.8 |
Progress 8 measure for open element - disadvantaged pupils | -1.64 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.16 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.11 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 8.8 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.25 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.61 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.11 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 7.6 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.33 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.66 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.2 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.14 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.51 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.22 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 10.7 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.66 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -1.01 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.3 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 4.2 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 7.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.9 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -27.3 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.42 |
Average Attainment 8 score per pupil with low prior attainment | 24.5 |
Number of pupils with low prior attainment included in Progress 8 measure | 41 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.15 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.58 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.28 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.15 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.59 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.29 |
Average Attainment 8 score per pupil with middle prior attainment | 36.1 |
Number of pupils with middle prior attainment included in Progress 8 measure | 65 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -1 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.35 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.66 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -1.01 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.36 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.66 |
Average Attainment 8 score per pupil with high prior attainment | 59.6 |
Number of pupils with high prior attainment included in Progress 8 measure | 9 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.36 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.28 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.57 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.36 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.3 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.58 |
Average Attainment 8 score per pupil for whom English is an additional language | 33.2 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 7.3 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 5.9 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 11.4 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 8.7 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 6.3 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.4 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 27 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.12 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.42 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.65 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.12 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.43 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.66 |
Average Attainment 8 score per girl | 36.5 |
Average Attainment 8 score per girl for English element | 8.2 |
Average Attainment 8 score per girl for mathematics element | 6.9 |
Average Attainment 8 score per girl for EBacc element | 11.1 |
Average Attainment 8 score per girl for open element | 10.3 |
Average Attainment 8 score per girl - GCSE only | 7.6 |
Average Attainment 8 score per girl - non-GCSE only | 2.8 |
Number of girls included in Progress 8 measure | 64 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | -0.55 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.89 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.2 |
Unadjusted Progress 8 measure - girls | -0.55 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.9 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.2 |
Average Attainment 8 score per boy | 32 |
Average Attainment 8 score per boy for English element | 7.5 |
Average Attainment 8 score per boy for mathematics element | 6.7 |
Average Attainment 8 score per boy for EBacc element | 10 |
Average Attainment 8 score per boy for open element | 7.9 |
Average Attainment 8 score per boy - GCSE only | 5.7 |
Average Attainment 8 score per boy - non-GCSE only | 2.2 |
Number of boys included in Progress 8 measure | 51 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.78 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.17 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.39 |
Unadjusted Progress 8 measure - boys | -0.78 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.17 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.38 |
Average Attainment 8 score per non-mobile pupil | 34.3 |
Average Attainment 8 score per non-mobile pupil for English element | 7.8 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 6.8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 10.4 |
Average Attainment 8 score per non-mobile pupil for open element | 9.3 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 6.6 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.7 |
Number of non-mobile pupils included in Progress 8 measure | 108 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | -0.61 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.88 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.34 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.61 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.88 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.34 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 23 |
EBacc entered % by low prior attainment | 56.10% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 7.30% |
EBacc achieved % by low prior attainment - with 9-5 passes | 2.40% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 44 |
EBacc entered % by middle prior attainment | 67.70% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 20.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 4.60% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 9 |
EBacc entered % by high prior attainment | 100.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 66.70% |
EBacc achieved % by high prior attainment - with 9-5 passes | 55.60% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 40.50% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 79.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 5.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 25.80% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 10.30% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.06 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.83 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.37 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.66 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.46 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.01 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.05 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.27 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.85 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.56 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.1 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.5 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.64 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.27 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.3 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.15 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.18 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.13 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.78 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.39 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.52 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.46 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.2 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.58 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.32 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.16 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.55 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.15 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.96 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.62 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.61 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.58 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.51 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.89 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.43 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.31 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.22 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.18 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.78 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.63 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.84 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.08 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.07 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.36 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.92 |
% of boys with entries in all English Baccalaureate subject areas | 60.70% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 7.10% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 1.80% |
% of girls with entries in all English Baccalaureate subject areas | 74.40% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 29.50% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 12.80% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 68.90% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 18.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 7.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 78.90% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 13.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 5.30% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 36.60% |
% of pupils achieving any qualifications | 97.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 18.90% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 53.60% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 12.20% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 36 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 55.40% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 9 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 41.10% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 46.20% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 26.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 43.70% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 8.10% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 30.90% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 7.30% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 15 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 23.10% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 9 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 100.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 19.60% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 28.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 10.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 23.50% |
% of pupils entering more than one language | 4.50% |
% of pupils entering biology, chemistry and physics | 6.70% |
Average number of KS4 entries per pupil | 7.1 |
Average number of KS4 entries per pupil with low prior attainment | 6.8 |
Average number of KS4 entries per pupil with middle prior attainment | 7.1 |
Average number of KS4 entries per pupil with high prior attainment | 7.7 |
Average number of KS4 entries per disadvantaged pupil | 5.9 |
Average number of KS4 entries per non-disadvantaged pupil | 7.6 |
Average number of GCSE entries per pupil | 6.2 |
Average number of GCSE entries per pupil with low prior attainment | 5.9 |
Average number of GCSE entries per pupil with middle prior attainment | 6.2 |
Average number of GCSE entries per pupil with high prior attainment | 6.8 |
Average number of GCSE entries per disadvantaged pupil | 5.1 |
Average number of GCSE entries per non-disadvantaged pupil | 6.6 |
Total volume of entries without discounting | 961 |
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 | 122 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 110 |
Apprenticeships (number of pupils) | 3 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 67 |
Further education (number of pupils) | 37 |
School sixth form (number of pupils) | 30 |
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) | 5 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 91% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 85% |
Further education (percentage) | 47% |
School sixth form (percentage) | 38% |
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) | 6% |
Activity not captured (percentage) | 3% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 43 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 38 |
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 | 79 |
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) | 72 |
Number of pupils completing key stage 4 in 2019/20 | 124 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 85% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 38 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 76% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 86 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 90% |
Number of pupils completing key stage 4 in 2018/19 | 111 |
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 | 29 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 82 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 90% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -10 |
Upper confidence limit on the progression score for the total cohort | 2 |
Lower confidence limit on the progression score for the total cohort | -22 |
Cohort size | 47 |
Progressed | 64% |
Apprenticeships | 0% |
Higher Education | 62% |
Top third | 17% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 45 |
Progressed for academic/applied general cohort | 67% |
Progression score for academic/applied general cohort | -8 |
Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -19 |
Cohort size for TLEV cohort | 2 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 34 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 31 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 18 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 17 |
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) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 2 |
Activity not captured in data (All levels of study) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 6% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 53% |
Further education (level 3 and below) (All levels of study) (percentage) | 3% |
Higher education (level 4 and above) (All levels of study) (percentage) | 50% |
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) | 32% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 6% |
Activity not captured in data (All levels of study) (percentage) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 9 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 4 |
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) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 44% |
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) | 25 |
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 |
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) | 14 |
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) | 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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
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) | 56% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 32 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 31 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 18 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 17 |
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) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 1 |
Activity not captured in data (Level 3) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 97% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 6% |
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) | 3% |
Higher education (level 4 and above) (Level 3) (percentage) | 53% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 34% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 3% |
Activity not captured in data (Level 3) (percentage) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 8 |
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) | 4 |
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) | 0 |
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) | 50% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 24 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 14 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 0 |
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) | 8% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 58% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 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 | -10 |
Upper confidence limit on the progression score for the total cohort | 2 |
Lower confidence limit on the progression score for the total cohort | -22 |
Cohort size | 47 |
Progressed | 64% |
Apprenticeships | 0% |
Higher Education | 62% |
Top third | 17% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 45 |
Progressed for academic/applied general cohort | 67% |
Progression score for academic/applied general cohort | -8 |
Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -19 |
Cohort size for TLEV cohort | 2 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |