For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1373 |
Number of girls on roll | 547 |
Number of boys on roll | 826 |
Percentage of girls on roll | 39.8 |
Percentage of boys on roll | 60.2 |
Number of eligible pupils with an EHC plan | 55 |
Percentage of eligible pupils with an EHC plan | 4 |
Number of eligible pupils with SEN support | 104 |
Percentage of eligible pupils with SEN support | 7.6 |
No. pupils where English not first language | 369 |
No. pupils with English first language | 999 |
No. pupils where first language is unclassified | 5 |
% pupils where English not first language | 26.9 |
% pupils with English first language | 72.8 |
No. pupils eligible for free school meals | 95 |
Number of pupils eligible for FSM at any time during the past 6 years | 88 |
Total pupils for FSMEver | 1091 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 8.1 |
School address (1) | Richmond Road |
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School town | Twickenham |
School postcode | TW1 3BB |
School telephone number | 02088910187 |
School parliamentary constituency code | E14001556 |
School parliamentary constituency name | Twickenham |
Religious denomination | Does not apply |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1373 |
Total boys on roll (including part-time pupils) | 826 |
Total girls on roll (including part-time pupils) | 547 |
Number of pupils at the end of key stage 4 | 216 |
Number of boys at the end of key stage 4 | 120 |
% of pupils at the end of key stage 4 who are boys | 55.60% |
Number of girls at the end of key stage 4 | 96 |
% of pupils at the end key stage 4 who are girls | 44.40% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 108.5 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 12 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 6.00% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 100 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 50.30% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 87 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 43.70% |
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) | 12 |
Percentage of key stage 2 disadvantaged pupils | 5.60% |
Number of key stage 2 pupils who are not disadvantaged | 204 |
Percentage of key stage 2 pupils who are not disadvantaged | 94.40% |
Number of eligible pupils with English as additional language (EAL) | 60 |
Percentage of eligible pupils with English as additional language (EAL) | 27.80% |
Number of eligible pupils with English as first language | 156 |
Percentage of eligible pupils with English as first language | 72.20% |
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 | 209 |
% of pupils at the end of key stage 4 who are non-mobile | 96.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 9 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4.20% |
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 | 20 |
% 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 | 9.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 5.10% |
Total sum of Attainment 8 scores | 13841.5 |
Average Attainment 8 score per pupil | 64.1 |
Total sum of Attainment 8 scores for English element | 2820 |
Average Attainment 8 score per pupil for English element | 13.1 |
Total sum of Attainment 8 scores for mathematics element | 2662 |
Average Attainment 8 score per pupil for mathematics element | 12.3 |
Total sum of Attainment 8 scores for EBacc element | 4282 |
Average Attainment 8 score per pupil for EBacc element | 19.8 |
Total sum of Attainment 8 scores for open element | 4077.5 |
Average Attainment 8 score per pupil for open element | 18.9 |
Total sum of Attainment 8 scores for open element - GCSE only | 3918.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 18.1 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 159 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.7 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 199 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 92% |
Progress 8 measure after adjustment for extreme scores | 0.88 |
Progress 8 lower 95% confidence interval for adjusted average | 0.69 |
Progress 8 upper 95% confidence interval for adjusted average | 1.08 |
Progress 8 measure based on unadjusted pupil scores | 0.88 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.68 |
Progress 8 upper 95% confidence interval for unadjusted average | 1.08 |
Progress 8 measure for English element | 0.77 |
Lower 95% confidence interval for Progress 8 English element | 0.55 |
Upper 95% confidence interval for Progress 8 English element | 0.99 |
Progress 8 measure for mathematics element | 0.59 |
Lower 95% confidence interval for Progress 8 maths element | 0.38 |
Upper 95% confidence interval for Progress 8 maths element | 0.79 |
Progress 8 measure for EBacc element | 1.13 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.9 |
Upper 95% confidence interval for Progress 8 EBacc element | 1.35 |
Progress 8 measure for open element | 0.92 |
Lower 95% confidence interval for Progress 8 open element | 0.69 |
Upper 95% confidence interval for Progress 8 open element | 1.14 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 92.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 79.60% |
Total EBacc APS score per pupil | 1292.86 |
Average EBacc APS score per pupil | 5.99 |
Average EBacc APS score per disadvantaged pupil | 4.43 |
Average EBacc APS score per non-disadvantaged pupil | 6.08 |
Average EBacc APS score per pupil with low prior attainment | 2.64 |
Average EBacc APS score per pupil with middle prior attainment | 5.53 |
Average EBacc APS score per pupil with high prior attainment | 7.02 |
Average EBacc APS score per pupil for whom English is an additional language | 6.48 |
Average EBacc APS score per girl | 6.15 |
Average EBacc APS score per boy | 5.85 |
Average EBacc APS score per non-mobile pupil | 5.98 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 136 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 63.00% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 56.00% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 46.30% |
Number of pupils entering the English Baccalaureate English subject area | 212 |
% of pupils entering the English Baccalaureate English subject area | 98.10% |
Number of pupils entering the English Baccalaureate Maths subject area | 214 |
% of pupils entering the English Baccalaureate Maths subject area | 99.10% |
Number of pupils entering the English Baccalaureate Science subject area | 213 |
% of pupils entering the English Baccalaureate Science subject area | 98.60% |
Number of pupils entering the English Baccalaureate Humanities subject area | 198 |
% of pupils entering the English Baccalaureate Humanities subject area | 91.70% |
Number of pupils entering the English Baccalaureate Language subject area | 144 |
% of pupils entering the English Baccalaureate Language subject area | 66.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 94.90% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 89.40% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 93.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 82.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 92.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 82.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 92.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 84.30% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 92.40% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 82.60% |
Number of pupils included in English Baccalaureate Science Value Added measure | 197 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 92% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 184 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 93% |
Number of pupils included in English Baccalaureate Language Value Added measure | 131 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 91% |
English Baccalaureate Science Value Added measure | 0.94 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.73 |
English Baccalaureate Science Value Added upper 95% confidence limit | 1.14 |
EBacc Humanities VA measure | 0.93 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.67 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.19 |
English Baccalaureate Languages Value Added measure | 1.51 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 1.18 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.85 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 205 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 193 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 201 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 179 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 197 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 175 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 184 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 167 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 133 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 119 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 136 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 63.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 212 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 98.10% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 214 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.10% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 213 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 198 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 144 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 51.4 |
Number of disadvantaged pupils in Progress 8 measure | 12 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.25 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.55 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.05 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.25 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.57 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.06 |
Average Attainment 8 score per non-disadvantaged pupil | 64.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 187 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.92 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.72 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.13 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.92 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.72 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.13 |
Average Attainment 8 score per disadvantaged pupil for English element | 11.5 |
Progress 8 measure for English element - disadvantaged pupils | 0.52 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.39 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 1.43 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.3 |
Progress 8 measure for maths element - disadvantaged pupils | -0.19 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.03 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.65 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 14.8 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.15 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.78 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 1.08 |
Average Attainment 8 score per disadvantaged pupil for open element | 15.8 |
Progress 8 measure for open element - disadvantaged pupils | 0.46 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.46 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.37 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 13.1 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.79 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.55 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1.02 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12.5 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.64 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.42 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.85 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 20.1 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.19 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.95 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.42 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 19.1 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.95 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.71 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.18 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 13.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 18.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.7 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 1.4 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.09 |
Average Attainment 8 score per pupil with low prior attainment | 31 |
Number of pupils with low prior attainment included in Progress 8 measure | 12 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.45 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.35 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.25 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.45 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.36 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.27 |
Average Attainment 8 score per pupil with middle prior attainment | 60.2 |
Number of pupils with middle prior attainment included in Progress 8 measure | 100 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 1.19 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.91 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.47 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 1.19 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.91 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.47 |
Average Attainment 8 score per pupil with high prior attainment | 74 |
Number of pupils with high prior attainment included in Progress 8 measure | 87 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.59 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.3 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.89 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.59 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.29 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.9 |
Average Attainment 8 score per pupil for whom English is an additional language | 67.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 13.5 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 13 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 21.5 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 19.2 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 18.5 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.7 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 50 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 1.27 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.88 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.66 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.27 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.87 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.67 |
Average Attainment 8 score per girl | 65.5 |
Average Attainment 8 score per girl for English element | 13.9 |
Average Attainment 8 score per girl for mathematics element | 12.1 |
Average Attainment 8 score per girl for EBacc element | 19.9 |
Average Attainment 8 score per girl for open element | 19.7 |
Average Attainment 8 score per girl - GCSE only | 18.4 |
Average Attainment 8 score per girl - non-GCSE only | 1.3 |
Number of girls included in Progress 8 measure | 86 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.87 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.57 |
Adjusted Progress 8 upper 95% confidence interval - girls | 1.16 |
Unadjusted Progress 8 measure - girls | 0.87 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.56 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 1.17 |
Average Attainment 8 score per boy | 63 |
Average Attainment 8 score per boy for English element | 12.4 |
Average Attainment 8 score per boy for mathematics element | 12.5 |
Average Attainment 8 score per boy for EBacc element | 19.8 |
Average Attainment 8 score per boy for open element | 18.2 |
Average Attainment 8 score per boy - GCSE only | 17.9 |
Average Attainment 8 score per boy - non-GCSE only | 0.3 |
Number of boys included in Progress 8 measure | 113 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.9 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.64 |
Adjusted Progress 8 upper 95% confidence interval - boys | 1.16 |
Unadjusted Progress 8 measure - boys | 0.9 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.63 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 1.16 |
Average Attainment 8 score per non-mobile pupil | 64 |
Average Attainment 8 score per non-mobile pupil for English element | 13 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 12.3 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 19.8 |
Average Attainment 8 score per non-mobile pupil for open element | 18.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 18.1 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.7 |
Number of non-mobile pupils included in Progress 8 measure | 195 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.91 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.71 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.11 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.91 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.71 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.11 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by low prior attainment | 33.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 8.30% |
EBacc achieved % by low prior attainment - with 9-5 passes | 8.30% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 61 |
EBacc entered % by middle prior attainment | 61.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 53.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 36.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 60 |
EBacc entered % by high prior attainment | 69.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 66.70% |
EBacc achieved % by high prior attainment - with 9-5 passes | 62.10% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 41.70% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 64.20% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 25.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 16.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 57.80% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 48.00% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.73 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.05 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.83 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.04 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.02 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.37 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.52 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.2 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.97 |
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 | 1.74 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.25 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.55 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.87 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.78 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.21 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.79 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.63 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.18 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.34 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.77 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.13 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.52 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 1.3 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.9 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.24 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.71 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.25 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.22 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.73 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.01 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.9 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.13 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.89 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.21 |
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 | 2.21 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.26 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.74 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.75 |
% of boys with entries in all English Baccalaureate subject areas | 55.80% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 45.80% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 37.50% |
% of girls with entries in all English Baccalaureate subject areas | 71.90% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 68.80% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 57.30% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 62.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 56.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 46.40% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 80.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 70.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 60.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 90.70% |
% of pupils achieving any qualifications | 99.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 75.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 93.10% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 4 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 33.30% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 94 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 94.00% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 87 |
% 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 | 93.30% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 90.60% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 93.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 91.90% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 58.30% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 80.90% |
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 | 25.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 72 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 72.00% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 87 |
% 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 | 78.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 81.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 81.70% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 79.90% |
% of pupils entering more than one language | 15.70% |
% of pupils entering biology, chemistry and physics | 26.40% |
Average number of KS4 entries per pupil | 8.3 |
Average number of KS4 entries per pupil with low prior attainment | 7 |
Average number of KS4 entries per pupil with middle prior attainment | 8.3 |
Average number of KS4 entries per pupil with high prior attainment | 8.5 |
Average number of KS4 entries per disadvantaged pupil | 7.8 |
Average number of KS4 entries per non-disadvantaged pupil | 8.4 |
Average number of GCSE entries per pupil | 8.2 |
Average number of GCSE entries per pupil with low prior attainment | 6.6 |
Average number of GCSE entries per pupil with middle prior attainment | 8.1 |
Average number of GCSE entries per pupil with high prior attainment | 8.4 |
Average number of GCSE entries per disadvantaged pupil | 7.3 |
Average number of GCSE entries per non-disadvantaged pupil | 8.2 |
Total volume of entries without discounting | 1804 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Well above average |
Number of pupils completing key stage 4 in 2020/21 | 218 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 205 |
Apprenticeships (number of pupils) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 173 |
Further education (number of pupils) | 21 |
School sixth form (number of pupils) | 138 |
Sixth form college (number of pupils) | 12 |
Other education destination (number of pupils) | 2 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 4 |
Activity not captured (number of pupils) | 7 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
Apprenticeships (percentage) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 93% |
Further education (percentage) | 11% |
School sixth form (percentage) | 74% |
Sixth form college (percentage) | 6% |
Other education destination (percentage) | 1% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
Activity not captured (percentage) | 4% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 31 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 29 |
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 | 187 |
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) | 176 |
Number of pupils completing key stage 4 in 2019/20 | 210 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 21 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 86% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 189 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of pupils completing key stage 4 in 2018/19 | 212 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 23 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 189 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 2 |
Upper confidence limit on the progression score for the total cohort | 9 |
Lower confidence limit on the progression score for the total cohort | -5 |
Cohort size | 136 |
Progressed | 87% |
Apprenticeships | 1% |
Higher Education | 85% |
Top third | 55% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 136 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -4 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 83% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 83% |
Top third for disadvantaged students | 25% |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 124 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 107 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 81 |
Further education (level 3 and below) (All levels of study) (number of students) | 6 |
Higher education (level 4 and above) (All levels of study) (number of students) | 75 |
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) | 26 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 8 |
Activity not captured in data (All levels of study) (number of students) | 9 |
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) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 65% |
Further education (level 3 and below) (All levels of study) (percentage) | 5% |
Higher education (level 4 and above) (All levels of study) (percentage) | 60% |
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) | 21% |
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) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 14 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 110 |
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) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 122 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 107 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 81 |
Further education (level 3 and below) (Level 3) (number of students) | 6 |
Higher education (level 4 and above) (Level 3) (number of students) | 75 |
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) | 26 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 7 |
Activity not captured in data (Level 3) (number of students) | 8 |
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) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 66% |
Further education (level 3 and below) (Level 3) (percentage) | 5% |
Higher education (level 4 and above) (Level 3) (percentage) | 61% |
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) | 6% |
Activity not captured in data (Level 3) (percentage) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 2 |
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 | 2 |
Upper confidence limit on the progression score for the total cohort | 9 |
Lower confidence limit on the progression score for the total cohort | -5 |
Cohort size | 136 |
Progressed | 87% |
Apprenticeships | 1% |
Higher Education | 85% |
Top third | 55% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 136 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -4 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 83% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 83% |
Top third for disadvantaged students | 25% |
Higher technical for disadvantaged students | 0% |