For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 866 |
Number of girls on roll | 429 |
Number of boys on roll | 437 |
Percentage of girls on roll | 49.5 |
Percentage of boys on roll | 50.5 |
Number of eligible pupils with an EHC plan | 13 |
Percentage of eligible pupils with an EHC plan | 1.5 |
Number of eligible pupils with SEN support | 110 |
Percentage of eligible pupils with SEN support | 12.7 |
No. pupils where English not first language | 96 |
No. pupils with English first language | 770 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 11.1 |
% pupils with English first language | 88.9 |
No. pupils eligible for free school meals | 220 |
Number of pupils eligible for FSM at any time during the past 6 years | 201 |
Total pupils for FSMEver | 704 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 28.6 |
School address (1) | Matchborough Way |
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School town | Redditch |
School postcode | B98 0GF |
School telephone number | 01527526800 |
School parliamentary constituency code | E14001441 |
School parliamentary constituency name | Redditch |
Religious denomination | None |
Age range | 13-18 |
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) | 866 |
Total boys on roll (including part-time pupils) | 437 |
Total girls on roll (including part-time pupils) | 429 |
Number of pupils at the end of key stage 4 | 227 |
Number of boys at the end of key stage 4 | 128 |
% of pupils at the end of key stage 4 who are boys | 56.40% |
Number of girls at the end of key stage 4 | 99 |
% of pupils at the end key stage 4 who are girls | 43.60% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 51 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 23.30% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 121 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 55.30% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 47 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 21.50% |
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) | 56 |
Percentage of key stage 2 disadvantaged pupils | 24.70% |
Number of key stage 2 pupils who are not disadvantaged | 171 |
Percentage of key stage 2 pupils who are not disadvantaged | 75.30% |
Number of eligible pupils with English as additional language (EAL) | 22 |
Percentage of eligible pupils with English as additional language (EAL) | 9.70% |
Number of eligible pupils with English as first language | 205 |
Percentage of eligible pupils with English as first language | 90.30% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 221 |
% of pupils at the end of key stage 4 who are non-mobile | 97.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 30 |
% 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 | 13.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 27 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11.90% |
Total sum of Attainment 8 scores | 9592.3 |
Average Attainment 8 score per pupil | 42.3 |
Total sum of Attainment 8 scores for English element | 2062 |
Average Attainment 8 score per pupil for English element | 9.1 |
Total sum of Attainment 8 scores for mathematics element | 1902 |
Average Attainment 8 score per pupil for mathematics element | 8.4 |
Total sum of Attainment 8 scores for EBacc element | 2643.5 |
Average Attainment 8 score per pupil for EBacc element | 11.6 |
Total sum of Attainment 8 scores for open element | 2984.8 |
Average Attainment 8 score per pupil for open element | 13.1 |
Total sum of Attainment 8 scores for open element - GCSE only | 1924 |
Average Attainment 8 score per pupil for open element - GCSE only | 8.5 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 1060.8 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 4.7 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 219 |
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 | 96% |
Progress 8 measure after adjustment for extreme scores | -0.38 |
Progress 8 lower 95% confidence interval for adjusted average | -0.57 |
Progress 8 upper 95% confidence interval for adjusted average | -0.2 |
Progress 8 measure based on unadjusted pupil scores | -0.39 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.58 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.2 |
Progress 8 measure for English element | -0.42 |
Lower 95% confidence interval for Progress 8 English element | -0.63 |
Upper 95% confidence interval for Progress 8 English element | -0.21 |
Progress 8 measure for mathematics element | -0.36 |
Lower 95% confidence interval for Progress 8 maths element | -0.56 |
Upper 95% confidence interval for Progress 8 maths element | -0.17 |
Progress 8 measure for EBacc element | -0.61 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.83 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.39 |
Progress 8 measure for open element | -0.16 |
Lower 95% confidence interval for Progress 8 open element | -0.37 |
Upper 95% confidence interval for Progress 8 open element | 0.06 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 58.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 36.60% |
Total EBacc APS score per pupil | 793.16 |
Average EBacc APS score per pupil | 3.49 |
Average EBacc APS score per disadvantaged pupil | 2.9 |
Average EBacc APS score per non-disadvantaged pupil | 3.69 |
Average EBacc APS score per pupil with low prior attainment | 1.73 |
Average EBacc APS score per pupil with middle prior attainment | 3.64 |
Average EBacc APS score per pupil with high prior attainment | 4.98 |
Average EBacc APS score per pupil for whom English is an additional language | 4.67 |
Average EBacc APS score per girl | 3.62 |
Average EBacc APS score per boy | 3.4 |
Average EBacc APS score per non-mobile pupil | 3.49 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 41 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 18.10% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 9.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 6.20% |
Number of pupils entering the English Baccalaureate English subject area | 222 |
% of pupils entering the English Baccalaureate English subject area | 97.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 223 |
% of pupils entering the English Baccalaureate Maths subject area | 98.20% |
Number of pupils entering the English Baccalaureate Science subject area | 220 |
% of pupils entering the English Baccalaureate Science subject area | 96.90% |
Number of pupils entering the English Baccalaureate Humanities subject area | 181 |
% of pupils entering the English Baccalaureate Humanities subject area | 79.70% |
Number of pupils entering the English Baccalaureate Language subject area | 55 |
% of pupils entering the English Baccalaureate Language subject area | 24.20% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 67.00% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 51.50% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 65.20% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 42.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 60.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 40.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 54.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 38.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 47.30% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 34.50% |
Number of pupils included in English Baccalaureate Science Value Added measure | 212 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 96% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 175 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
Number of pupils included in English Baccalaureate Language Value Added measure | 54 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 98% |
English Baccalaureate Science Value Added measure | -0.45 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.64 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.25 |
EBacc Humanities VA measure | -0.75 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -1.02 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.49 |
English Baccalaureate Languages Value Added measure | -0.79 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.31 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.27 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 152 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 117 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 148 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 97 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 132 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 88 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 98 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 69 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 26 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 19 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 41 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 18.10% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 222 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 97.80% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 220 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.90% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 217 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.60% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 174 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 96.10% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 54 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.20% |
Average Attainment 8 score per disadvantaged pupil | 35.2 |
Number of disadvantaged pupils in Progress 8 measure | 55 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.8 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.18 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.43 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.8 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.18 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.42 |
Average Attainment 8 score per non-disadvantaged pupil | 44.6 |
Number of non-disadvantaged pupils in Progress 8 measure | 164 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.24 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.46 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.03 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.25 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.47 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.03 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.9 |
Progress 8 measure for English element - disadvantaged pupils | -0.78 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.21 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.35 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.1 |
Progress 8 measure for maths element - disadvantaged pupils | -0.69 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.08 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.3 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.7 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.92 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.35 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.49 |
Average Attainment 8 score per disadvantaged pupil for open element | 10.6 |
Progress 8 measure for open element - disadvantaged pupils | -0.77 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.2 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.34 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.5 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.3 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.54 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.05 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.8 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.26 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.48 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.03 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.3 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.5 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.75 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.25 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.2 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.29 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.6 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 8.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 5.2 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -14.8 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.96 |
Average Attainment 8 score per pupil with low prior attainment | 23.2 |
Number of pupils with low prior attainment included in Progress 8 measure | 51 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.18 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.57 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.2 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.18 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.58 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.21 |
Average Attainment 8 score per pupil with middle prior attainment | 43.9 |
Number of pupils with middle prior attainment included in Progress 8 measure | 121 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.32 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.57 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.06 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.32 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.58 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.07 |
Average Attainment 8 score per pupil with high prior attainment | 58.5 |
Number of pupils with high prior attainment included in Progress 8 measure | 47 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.77 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.18 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.37 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.77 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.19 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.36 |
Average Attainment 8 score per pupil for whom English is an additional language | 51.2 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.5 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.2 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.2 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 15.2 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 10.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 4.5 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 19 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.37 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.27 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.37 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.28 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.01 |
Average Attainment 8 score per girl | 44.4 |
Average Attainment 8 score per girl for English element | 9.7 |
Average Attainment 8 score per girl for mathematics element | 8.3 |
Average Attainment 8 score per girl for EBacc element | 11.8 |
Average Attainment 8 score per girl for open element | 14.6 |
Average Attainment 8 score per girl - GCSE only | 9.6 |
Average Attainment 8 score per girl - non-GCSE only | 5 |
Number of girls included in Progress 8 measure | 98 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | -0.3 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.58 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.02 |
Unadjusted Progress 8 measure - girls | -0.3 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.59 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.01 |
Average Attainment 8 score per boy | 40.6 |
Average Attainment 8 score per boy for English element | 8.6 |
Average Attainment 8 score per boy for mathematics element | 8.5 |
Average Attainment 8 score per boy for EBacc element | 11.5 |
Average Attainment 8 score per boy for open element | 12 |
Average Attainment 8 score per boy - GCSE only | 7.6 |
Average Attainment 8 score per boy - non-GCSE only | 4.4 |
Number of boys included in Progress 8 measure | 121 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.45 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.7 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.2 |
Unadjusted Progress 8 measure - boys | -0.46 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.71 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.2 |
Average Attainment 8 score per non-mobile pupil | 42.2 |
Average Attainment 8 score per non-mobile pupil for English element | 9.1 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.4 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 11.6 |
Average Attainment 8 score per non-mobile pupil for open element | 13.2 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8.5 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 4.7 |
Number of non-mobile pupils included in Progress 8 measure | 218 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.38 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.57 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.19 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.38 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.58 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.19 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by low prior attainment | 7.80% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 24 |
EBacc entered % by middle prior attainment | 19.80% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 9.10% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 3.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 12 |
EBacc entered % by high prior attainment | 25.50% |
EBacc achieved % by high prior attainment - with 9-4 passes | 19.10% |
EBacc achieved % by high prior attainment - with 9-5 passes | 19.10% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 12.50% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 19.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 5.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 3.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 10.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 7.00% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.22 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.31 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.01 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.65 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.38 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.51 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.63 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.26 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.13 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.65 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.62 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.17 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.03 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.74 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.26 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.05 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.15 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.6 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.2 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.64 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.05 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.57 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.6 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.43 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.58 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.69 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.35 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.94 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.11 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.12 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.28 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.97 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.72 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.81 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.19 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.24 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.16 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.32 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.04 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.29 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.21 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.13 |
% of boys with entries in all English Baccalaureate subject areas | 12.50% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 6.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 3.90% |
% of girls with entries in all English Baccalaureate subject areas | 25.30% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 13.10% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 9.10% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 18.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 9.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 5.90% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 45.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 40.90% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 31.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 54.20% |
% of pupils achieving any qualifications | 98.20% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 35.70% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 65.50% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 13.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 79 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 65.30% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 42 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 89.40% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 53.90% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 63.60% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 77.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 58.40% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 28.60% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 39.20% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 45 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 37.20% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 35 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 74.50% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 33.60% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 40.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 54.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 36.70% |
% of pupils entering more than one language | 0.90% |
% of pupils entering biology, chemistry and physics | 12.80% |
Average number of KS4 entries per pupil | 7.7 |
Average number of KS4 entries per pupil with low prior attainment | 6.7 |
Average number of KS4 entries per pupil with middle prior attainment | 7.8 |
Average number of KS4 entries per pupil with high prior attainment | 8.3 |
Average number of KS4 entries per disadvantaged pupil | 7.4 |
Average number of KS4 entries per non-disadvantaged pupil | 7.8 |
Average number of GCSE entries per pupil | 6.4 |
Average number of GCSE entries per pupil with low prior attainment | 5.8 |
Average number of GCSE entries per pupil with middle prior attainment | 6.4 |
Average number of GCSE entries per pupil with high prior attainment | 7.1 |
Average number of GCSE entries per disadvantaged pupil | 6.3 |
Average number of GCSE entries per non-disadvantaged pupil | 6.5 |
Total volume of entries without discounting | 1762 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | SUPP |
Number of pupils completing key stage 4 in 2020/21 | 223 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 205 |
Apprenticeships (number of pupils) | 6 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 13 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 130 |
Further education (number of pupils) | 55 |
School sixth form (number of pupils) | SUPP |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 8% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 82% |
Further education (percentage) | 35% |
School sixth form (percentage) | SUPP |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 65 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 56 |
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 | 158 |
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) | 149 |
Number of pupils completing key stage 4 in 2019/20 | 217 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 90% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 48 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 81% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 169 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of pupils completing key stage 4 in 2018/19 | 205 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 58 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 90% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 147 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -11 |
Upper confidence limit on the progression score for the total cohort | 0 |
Lower confidence limit on the progression score for the total cohort | -21 |
Cohort size | 69 |
Progressed | 62% |
Apprenticeships | 0% |
Higher Education | 61% |
Top third | 25% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 65 |
Progressed for academic/applied general cohort | 60% |
Progression score for academic/applied general cohort | -14 |
Upper confidence limit on the progression score for the academic/applied general cohort | -4 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -23 |
Cohort size for TLEV cohort | 4 |
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 | 55% |
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) | 80 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 69 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 48 |
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) | 47 |
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) | 18 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 7 |
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) | 86% |
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) | 60% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 59% |
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) | 23% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
Activity not captured in data (All levels of study) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 19 |
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) | 13 |
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) | 84% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 68% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 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) | 61 |
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) | 53 |
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) | 35 |
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) | 87% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 57% |
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) | 75 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 66 |
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) | 48 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 47 |
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) | 16 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 5 |
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) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 64% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 63% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 21% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
Activity not captured in data (Level 3) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 17 |
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) | 13 |
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) | 76% |
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) | 58 |
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) | 35 |
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) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 60% |
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) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 3 |
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 | 0 |
Lower confidence limit on the progression score for the total cohort | -21 |
Cohort size | 69 |
Progressed | 62% |
Apprenticeships | 0% |
Higher Education | 61% |
Top third | 25% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 65 |
Progressed for academic/applied general cohort | 60% |
Progression score for academic/applied general cohort | -14 |
Upper confidence limit on the progression score for the academic/applied general cohort | -4 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -23 |
Cohort size for TLEV cohort | 4 |
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 | 55% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |