For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1325 |
Number of girls on roll | 688 |
Number of boys on roll | 637 |
Percentage of girls on roll | 51.9 |
Percentage of boys on roll | 48.1 |
Number of eligible pupils with an EHC plan | 16 |
Percentage of eligible pupils with an EHC plan | 1.2 |
Number of eligible pupils with SEN support | 97 |
Percentage of eligible pupils with SEN support | 7.3 |
No. pupils where English not first language | 77 |
No. pupils with English first language | 1248 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 5.8 |
% pupils with English first language | 94.2 |
No. pupils eligible for free school meals | 138 |
Number of pupils eligible for FSM at any time during the past 6 years | 134 |
Total pupils for FSMEver | 1120 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 12 |
School address (1) | Station Road |
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School address (2) | Cheadle |
School town | Stoke-on-Trent |
School postcode | ST10 1LH |
School telephone number | 01538493777 |
School parliamentary constituency code | E14001514 |
School parliamentary constituency name | Staffordshire Moorlands |
Religious denomination | Roman Catholic |
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) | 1325 |
Total boys on roll (including part-time pupils) | 637 |
Total girls on roll (including part-time pupils) | 688 |
Number of pupils at the end of key stage 4 | 208 |
Number of boys at the end of key stage 4 | 98 |
% of pupils at the end of key stage 4 who are boys | 47.10% |
Number of girls at the end of key stage 4 | 110 |
% of pupils at the end key stage 4 who are girls | 52.90% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.9 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 17 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 8.40% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 120 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 59.10% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 66 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 32.50% |
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) | 25 |
Percentage of key stage 2 disadvantaged pupils | 12.00% |
Number of key stage 2 pupils who are not disadvantaged | 183 |
Percentage of key stage 2 pupils who are not disadvantaged | 88.00% |
Number of eligible pupils with English as additional language (EAL) | 12 |
Percentage of eligible pupils with English as additional language (EAL) | 5.80% |
Number of eligible pupils with English as first language | 196 |
Percentage of eligible pupils with English as first language | 94.20% |
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 | 205 |
% of pupils at the end of key stage 4 who are non-mobile | 98.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.50% |
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 | 19 |
% 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 | 9.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 18 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 8.70% |
Total sum of Attainment 8 scores | 11851 |
Average Attainment 8 score per pupil | 57 |
Total sum of Attainment 8 scores for English element | 2534 |
Average Attainment 8 score per pupil for English element | 12.2 |
Total sum of Attainment 8 scores for mathematics element | 2180 |
Average Attainment 8 score per pupil for mathematics element | 10.5 |
Total sum of Attainment 8 scores for EBacc element | 3421 |
Average Attainment 8 score per pupil for EBacc element | 16.4 |
Total sum of Attainment 8 scores for open element | 3716 |
Average Attainment 8 score per pupil for open element | 17.9 |
Total sum of Attainment 8 scores for open element - GCSE only | 3261 |
Average Attainment 8 score per pupil for open element - GCSE only | 15.7 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 455 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 2.2 |
Average number of EBacc slots filled in Attainment 8 per pupil | 3 |
Average number of Open slots filled in Attainment 8 per pupil | 3 |
Number of pupils included in Progress 8 measure | 203 |
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 | 98% |
Progress 8 measure after adjustment for extreme scores | 0.51 |
Progress 8 lower 95% confidence interval for adjusted average | 0.32 |
Progress 8 upper 95% confidence interval for adjusted average | 0.71 |
Progress 8 measure based on unadjusted pupil scores | 0.51 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.32 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.71 |
Progress 8 measure for English element | 0.59 |
Lower 95% confidence interval for Progress 8 English element | 0.37 |
Upper 95% confidence interval for Progress 8 English element | 0.81 |
Progress 8 measure for mathematics element | 0.08 |
Lower 95% confidence interval for Progress 8 maths element | -0.13 |
Upper 95% confidence interval for Progress 8 maths element | 0.28 |
Progress 8 measure for EBacc element | 0.38 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.16 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.61 |
Progress 8 measure for open element | 0.89 |
Lower 95% confidence interval for Progress 8 open element | 0.67 |
Upper 95% confidence interval for Progress 8 open element | 1.11 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 85.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 64.40% |
Total EBacc APS score per pupil | 1079.78 |
Average EBacc APS score per pupil | 5.19 |
Average EBacc APS score per disadvantaged pupil | 4.31 |
Average EBacc APS score per non-disadvantaged pupil | 5.31 |
Average EBacc APS score per pupil with low prior attainment | 2.35 |
Average EBacc APS score per pupil with middle prior attainment | 4.76 |
Average EBacc APS score per pupil with high prior attainment | 6.58 |
Average EBacc APS score per pupil for whom English is an additional language | 6.18 |
Average EBacc APS score per girl | 5.32 |
Average EBacc APS score per boy | 5.05 |
Average EBacc APS score per non-mobile pupil | 5.17 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 172 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 82.70% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 51.00% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 33.70% |
Number of pupils entering the English Baccalaureate English subject area | 208 |
% of pupils entering the English Baccalaureate English subject area | 100.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 208 |
% of pupils entering the English Baccalaureate Maths subject area | 100.00% |
Number of pupils entering the English Baccalaureate Science subject area | 208 |
% of pupils entering the English Baccalaureate Science subject area | 100.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 208 |
% of pupils entering the English Baccalaureate Humanities subject area | 100.00% |
Number of pupils entering the English Baccalaureate Language subject area | 172 |
% of pupils entering the English Baccalaureate Language subject area | 82.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 96.20% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 85.10% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 86.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 67.30% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 81.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 62.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 80.80% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 70.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 64.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 45.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 203 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 203 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
Number of pupils included in English Baccalaureate Language Value Added measure | 167 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 97% |
English Baccalaureate Science Value Added measure | 0.16 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.04 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.36 |
EBacc Humanities VA measure | 0.5 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.25 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.74 |
English Baccalaureate Languages Value Added measure | -0.72 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.01 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.42 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 200 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 177 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 179 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 140 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 170 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 130 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 168 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 146 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 110 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 78 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 168 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 80.80% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 208 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 100.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 208 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 100.00% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 204 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.10% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 206 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 172 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 48.7 |
Number of disadvantaged pupils in Progress 8 measure | 24 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.31 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.25 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.88 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.31 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.27 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.89 |
Average Attainment 8 score per non-disadvantaged pupil | 58.1 |
Number of non-disadvantaged pupils in Progress 8 measure | 179 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.54 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.33 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.75 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.54 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.33 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.75 |
Average Attainment 8 score per disadvantaged pupil for English element | 11 |
Progress 8 measure for English element - disadvantaged pupils | 0.58 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.06 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 1.23 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.2 |
Progress 8 measure for maths element - disadvantaged pupils | -0.36 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.96 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.23 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 13.7 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.08 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.58 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.73 |
Average Attainment 8 score per disadvantaged pupil for open element | 15.8 |
Progress 8 measure for open element - disadvantaged pupils | 0.81 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.17 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.46 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 12.3 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.59 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.35 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.83 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.8 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.13 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.08 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.35 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.8 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.42 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.18 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.66 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 18.2 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.9 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.66 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.14 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 14.5 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 15.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.3 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.3 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.15 |
Average Attainment 8 score per pupil with low prior attainment | 31.8 |
Number of pupils with low prior attainment included in Progress 8 measure | 17 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.26 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.41 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.94 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.26 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.42 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.95 |
Average Attainment 8 score per pupil with middle prior attainment | 52.9 |
Number of pupils with middle prior attainment included in Progress 8 measure | 120 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.65 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.4 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.91 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.65 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.4 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.91 |
Average Attainment 8 score per pupil with high prior attainment | 69.9 |
Number of pupils with high prior attainment included in Progress 8 measure | 66 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.33 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.02 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.67 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.33 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.02 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.67 |
Average Attainment 8 score per pupil for whom English is an additional language | 63 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 13.2 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.7 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 19.6 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 18.6 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 17.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.9 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 11 |
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 | 0.85 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.01 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.69 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.85 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.7 |
Average Attainment 8 score per girl | 58.6 |
Average Attainment 8 score per girl for English element | 12.7 |
Average Attainment 8 score per girl for mathematics element | 10.3 |
Average Attainment 8 score per girl for EBacc element | 16.7 |
Average Attainment 8 score per girl for open element | 18.9 |
Average Attainment 8 score per girl - GCSE only | 17.1 |
Average Attainment 8 score per girl - non-GCSE only | 1.8 |
Number of girls included in Progress 8 measure | 107 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.58 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.31 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.85 |
Unadjusted Progress 8 measure - girls | 0.58 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.31 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.85 |
Average Attainment 8 score per boy | 55.2 |
Average Attainment 8 score per boy for English element | 11.6 |
Average Attainment 8 score per boy for mathematics element | 10.7 |
Average Attainment 8 score per boy for EBacc element | 16.2 |
Average Attainment 8 score per boy for open element | 16.7 |
Average Attainment 8 score per boy - GCSE only | 14 |
Average Attainment 8 score per boy - non-GCSE only | 2.7 |
Number of boys included in Progress 8 measure | 96 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.44 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.16 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.72 |
Unadjusted Progress 8 measure - boys | 0.44 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.15 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.73 |
Average Attainment 8 score per non-mobile pupil | 56.9 |
Average Attainment 8 score per non-mobile pupil for English element | 12.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10.5 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 16.4 |
Average Attainment 8 score per non-mobile pupil for open element | 17.9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 15.7 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.2 |
Number of non-mobile pupils included in Progress 8 measure | 202 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.51 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.32 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.71 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.51 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.31 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.71 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 0 |
EBacc entered % by low prior attainment | 0.00% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 102 |
EBacc entered % by middle prior attainment | 85.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 35.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 19.20% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 65 |
EBacc entered % by high prior attainment | 98.50% |
EBacc achieved % by high prior attainment - with 9-4 passes | 89.40% |
EBacc achieved % by high prior attainment - with 9-5 passes | 66.70% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 72.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 84.20% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 32.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 24.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 53.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 35.00% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.06 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.26 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.05 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.1 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.2 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.55 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.75 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.3 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.12 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.55 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.7 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.74 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.79 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.71 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.48 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.69 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.41 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.01 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.63 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.75 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.52 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.01 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.4 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.3 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.83 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.59 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.81 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.29 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.29 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.4 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.07 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.43 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.73 |
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 | 0.15 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.72 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.39 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.02 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.32 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.08 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.26 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.22 |
% of boys with entries in all English Baccalaureate subject areas | 80.60% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 43.90% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 27.60% |
% of girls with entries in all English Baccalaureate subject areas | 84.50% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 57.30% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 39.10% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 82.40% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 50.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 33.20% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 100.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 75.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 66.70% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 83.20% |
% of pupils achieving any qualifications | 100.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 76.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 86.90% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 17.60% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 104 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 86.70% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 66 |
% 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 | 88.80% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 82.70% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 100.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 85.40% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 40.00% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 67.80% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 67 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 55.80% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 63 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 95.50% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 67.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 61.80% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 75.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 64.40% |
% of pupils entering more than one language | 3.40% |
% of pupils entering biology, chemistry and physics | 23.10% |
Average number of KS4 entries per pupil | 9.4 |
Average number of KS4 entries per pupil with low prior attainment | 8.9 |
Average number of KS4 entries per pupil with middle prior attainment | 9 |
Average number of KS4 entries per pupil with high prior attainment | 10.3 |
Average number of KS4 entries per disadvantaged pupil | 9.1 |
Average number of KS4 entries per non-disadvantaged pupil | 9.5 |
Average number of GCSE entries per pupil | 8.8 |
Average number of GCSE entries per pupil with low prior attainment | 7.2 |
Average number of GCSE entries per pupil with middle prior attainment | 8.4 |
Average number of GCSE entries per pupil with high prior attainment | 10 |
Average number of GCSE entries per disadvantaged pupil | 8.5 |
Average number of GCSE entries per non-disadvantaged pupil | 8.9 |
Total volume of entries without discounting | 1966 |
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 | 216 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 208 |
Apprenticeships (number of pupils) | 8 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 9 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 167 |
Further education (number of pupils) | 56 |
School sixth form (number of pupils) | 100 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 4 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 88% |
Further education (percentage) | 29% |
School sixth form (percentage) | 53% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
Activity not captured (percentage) | 1% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 26 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 24 |
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 | 190 |
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) | 184 |
Number of pupils completing key stage 4 in 2019/20 | 203 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 18 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 83% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 185 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
Number of pupils completing key stage 4 in 2018/19 | 204 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 19 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 84% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 185 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 6 |
Upper confidence limit on the progression score for the total cohort | 13 |
Lower confidence limit on the progression score for the total cohort | -1 |
Cohort size | 116 |
Progressed | 84% |
Apprenticeships | 9% |
Higher Education | 74% |
Top third | 27% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 116 |
Progressed for academic/applied general cohort | 84% |
Progression score for academic/applied general cohort | 6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -1 |
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 | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 117 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 105 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 10 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 65 |
Further education (level 3 and below) (All levels of study) (number of students) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) | 65 |
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) | 30 |
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) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 9% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 56% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 56% |
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) | 26% |
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) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 6 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
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) | 1 |
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) | 75% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
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) | 13% |
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) | 109 |
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) | 99 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
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) | 29 |
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) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
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) | 27% |
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) | 112 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 102 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 10 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 65 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 65 |
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) | 27 |
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) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 9% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 58% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 58% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 24% |
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) | 3% |
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) | 3 |
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) | 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 | 6 |
Upper confidence limit on the progression score for the total cohort | 13 |
Lower confidence limit on the progression score for the total cohort | -1 |
Cohort size | 116 |
Progressed | 84% |
Apprenticeships | 9% |
Higher Education | 74% |
Top third | 27% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 116 |
Progressed for academic/applied general cohort | 84% |
Progression score for academic/applied general cohort | 6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -1 |
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 | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |