For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1651 |
Number of girls on roll | 774 |
Number of boys on roll | 877 |
Percentage of girls on roll | 46.9 |
Percentage of boys on roll | 53.1 |
Number of eligible pupils with an EHC plan | 48 |
Percentage of eligible pupils with an EHC plan | 2.9 |
Number of eligible pupils with SEN support | 197 |
Percentage of eligible pupils with SEN support | 11.9 |
No. pupils where English not first language | 166 |
No. pupils with English first language | 1467 |
No. pupils where first language is unclassified | 18 |
% pupils where English not first language | 10.1 |
% pupils with English first language | 88.9 |
No. pupils eligible for free school meals | 122 |
Number of pupils eligible for FSM at any time during the past 6 years | 98 |
Total pupils for FSMEver | 1182 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 8.3 |
School address (1) | Redland Court Road |
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School address (2) | Redland |
School town | Bristol |
School postcode | BS6 7EH |
School telephone number | 01173533200 |
School parliamentary constituency code | E14001131 |
School parliamentary constituency name | Bristol Central |
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) | 1 |
Total number of pupils (including part-time pupils) | 1651 |
Total boys on roll (including part-time pupils) | 877 |
Total girls on roll (including part-time pupils) | 774 |
Number of pupils at the end of key stage 4 | 238 |
Number of boys at the end of key stage 4 | 143 |
% of pupils at the end of key stage 4 who are boys | 60.10% |
Number of girls at the end of key stage 4 | 95 |
% of pupils at the end key stage 4 who are girls | 39.90% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 109 |
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 | 7.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 92 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 41.80% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 111 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 50.50% |
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) | 21 |
Percentage of key stage 2 disadvantaged pupils | 8.80% |
Number of key stage 2 pupils who are not disadvantaged | 217 |
Percentage of key stage 2 pupils who are not disadvantaged | 91.20% |
Number of eligible pupils with English as additional language (EAL) | 18 |
Percentage of eligible pupils with English as additional language (EAL) | 7.60% |
Number of eligible pupils with English as first language | 217 |
Percentage of eligible pupils with English as first language | 91.20% |
Number of eligible pupils with unclassified language | 3 |
Percentage of eligible pupils with unclassified language | 1.30% |
Number of pupils at the end of key stage 4 who are non-mobile | 230 |
% of pupils at the end of key stage 4 who are non-mobile | 96.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.10% |
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 | 41 |
% 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 | 17.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 36 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 15.10% |
Total sum of Attainment 8 scores | 14627 |
Average Attainment 8 score per pupil | 61.5 |
Total sum of Attainment 8 scores for English element | 2860 |
Average Attainment 8 score per pupil for English element | 12 |
Total sum of Attainment 8 scores for mathematics element | 2928 |
Average Attainment 8 score per pupil for mathematics element | 12.3 |
Total sum of Attainment 8 scores for EBacc element | 4725 |
Average Attainment 8 score per pupil for EBacc element | 19.9 |
Total sum of Attainment 8 scores for open element | 4114 |
Average Attainment 8 score per pupil for open element | 17.3 |
Total sum of Attainment 8 scores for open element - GCSE only | 3957 |
Average Attainment 8 score per pupil for open element - GCSE only | 16.6 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 157 |
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 | 220 |
Number of pupils who have had P8 score adjusted in average | 1 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 92% |
Progress 8 measure after adjustment for extreme scores | 0.59 |
Progress 8 lower 95% confidence interval for adjusted average | 0.4 |
Progress 8 upper 95% confidence interval for adjusted average | 0.78 |
Progress 8 measure based on unadjusted pupil scores | 0.59 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.4 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.78 |
Progress 8 measure for English element | 0.22 |
Lower 95% confidence interval for Progress 8 English element | 0.01 |
Upper 95% confidence interval for Progress 8 English element | 0.43 |
Progress 8 measure for mathematics element | 0.56 |
Lower 95% confidence interval for Progress 8 maths element | 0.36 |
Upper 95% confidence interval for Progress 8 maths element | 0.75 |
Progress 8 measure for EBacc element | 1.11 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.89 |
Upper 95% confidence interval for Progress 8 EBacc element | 1.33 |
Progress 8 measure for open element | 0.34 |
Lower 95% confidence interval for Progress 8 open element | 0.13 |
Upper 95% confidence interval for Progress 8 open element | 0.55 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 86.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 74.40% |
Total EBacc APS score per pupil | 1428.79 |
Average EBacc APS score per pupil | 6 |
Average EBacc APS score per disadvantaged pupil | 2.65 |
Average EBacc APS score per non-disadvantaged pupil | 6.33 |
Average EBacc APS score per pupil with low prior attainment | 2.77 |
Average EBacc APS score per pupil with middle prior attainment | 5.5 |
Average EBacc APS score per pupil with high prior attainment | 7.16 |
Average EBacc APS score per pupil for whom English is an additional language | 5.69 |
Average EBacc APS score per girl | 5.96 |
Average EBacc APS score per boy | 6.03 |
Average EBacc APS score per non-mobile pupil | 6.11 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 178 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 74.80% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 64.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 53.80% |
Number of pupils entering the English Baccalaureate English subject area | 228 |
% of pupils entering the English Baccalaureate English subject area | 95.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 234 |
% of pupils entering the English Baccalaureate Maths subject area | 98.30% |
Number of pupils entering the English Baccalaureate Science subject area | 232 |
% of pupils entering the English Baccalaureate Science subject area | 97.50% |
Number of pupils entering the English Baccalaureate Humanities subject area | 206 |
% of pupils entering the English Baccalaureate Humanities subject area | 86.60% |
Number of pupils entering the English Baccalaureate Language subject area | 198 |
% of pupils entering the English Baccalaureate Language subject area | 83.20% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 89.90% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 82.40% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 89.50% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 78.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 91.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 84.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 86.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 77.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 86.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 77.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 215 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 190 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 92% |
Number of pupils included in English Baccalaureate Language Value Added measure | 190 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 96% |
English Baccalaureate Science Value Added measure | 1.36 |
English Baccalaureate Science Value Added lower 95% confidence limit | 1.17 |
English Baccalaureate Science Value Added upper 95% confidence limit | 1.56 |
EBacc Humanities VA measure | 0.69 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.44 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.95 |
English Baccalaureate Languages Value Added measure | 0.52 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.24 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.8 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 214 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 196 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 213 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 186 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 212 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 196 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 179 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 159 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 172 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 153 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 178 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 74.80% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 228 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 95.80% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 234 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.30% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 232 |
% 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 | 204 |
% 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 | 197 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.50% |
Average Attainment 8 score per disadvantaged pupil | 29.4 |
Number of disadvantaged pupils in Progress 8 measure | 17 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.78 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.45 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.11 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.78 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.47 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.09 |
Average Attainment 8 score per non-disadvantaged pupil | 64.6 |
Number of non-disadvantaged pupils in Progress 8 measure | 203 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.71 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.51 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.9 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.7 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.51 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.9 |
Average Attainment 8 score per disadvantaged pupil for English element | 6.4 |
Progress 8 measure for English element - disadvantaged pupils | -0.82 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.59 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.06 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.8 |
Progress 8 measure for maths element - disadvantaged pupils | -0.29 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.99 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.42 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 9 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.56 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.34 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.21 |
Average Attainment 8 score per disadvantaged pupil for open element | 7.2 |
Progress 8 measure for open element - disadvantaged pupils | -1.3 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.07 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.53 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 12.6 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.31 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.08 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.53 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12.8 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.63 |
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 | 0.83 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 20.9 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.25 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.03 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.48 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 18.3 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.48 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.25 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.7 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 6.2 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 17.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.6 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -20.6 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.94 |
Average Attainment 8 score per pupil with low prior attainment | 30.4 |
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 | 0.48 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.19 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.15 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.48 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.21 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.16 |
Average Attainment 8 score per pupil with middle prior attainment | 57.3 |
Number of pupils with middle prior attainment included in Progress 8 measure | 92 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.81 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.52 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.09 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.81 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.51 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.1 |
Average Attainment 8 score per pupil with high prior attainment | 71.9 |
Number of pupils with high prior attainment included in Progress 8 measure | 111 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.43 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.17 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.69 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.43 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.16 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.7 |
Average Attainment 8 score per pupil for whom English is an additional language | 59 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.9 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12.6 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 19.3 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 16.3 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 14.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.6 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 6 |
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 | 0.98 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.15 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.11 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.98 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.18 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.13 |
Average Attainment 8 score per girl | 61.9 |
Average Attainment 8 score per girl for English element | 12.8 |
Average Attainment 8 score per girl for mathematics element | 11.7 |
Average Attainment 8 score per girl for EBacc element | 19.5 |
Average Attainment 8 score per girl for open element | 17.9 |
Average Attainment 8 score per girl - GCSE only | 17.1 |
Average Attainment 8 score per girl - non-GCSE only | 0.7 |
Number of girls included in Progress 8 measure | 84 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.66 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.35 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.96 |
Unadjusted Progress 8 measure - girls | 0.66 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.35 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.97 |
Average Attainment 8 score per boy | 61.2 |
Average Attainment 8 score per boy for English element | 11.5 |
Average Attainment 8 score per boy for mathematics element | 12.7 |
Average Attainment 8 score per boy for EBacc element | 20.1 |
Average Attainment 8 score per boy for open element | 16.9 |
Average Attainment 8 score per boy - GCSE only | 16.3 |
Average Attainment 8 score per boy - non-GCSE only | 0.6 |
Number of boys included in Progress 8 measure | 136 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | 0.55 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.31 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.79 |
Unadjusted Progress 8 measure - boys | 0.55 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.31 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.79 |
Average Attainment 8 score per non-mobile pupil | 62.4 |
Average Attainment 8 score per non-mobile pupil for English element | 12.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 12.5 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 20.2 |
Average Attainment 8 score per non-mobile pupil for open element | 17.6 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 16.9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.6 |
Number of non-mobile pupils included in Progress 8 measure | 217 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.61 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.42 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.79 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.6 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.41 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.8 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 6 |
EBacc entered % by low prior attainment | 35.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 5.90% |
EBacc achieved % by low prior attainment - with 9-5 passes | 5.90% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 68 |
EBacc entered % by middle prior attainment | 73.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 56.50% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 39.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 97 |
EBacc entered % by high prior attainment | 87.40% |
EBacc achieved % by high prior attainment - with 9-4 passes | 84.70% |
EBacc achieved % by high prior attainment - with 9-5 passes | 76.60% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 23.80% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 79.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 4.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 4.80% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 70.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 58.50% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.32 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.65 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.13 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.34 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.43 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.67 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.46 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.33 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.76 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.36 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.56 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.54 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.99 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.57 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 1.11 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.42 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.63 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.23 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 2.05 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.58 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.96 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.35 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.4 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.86 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.72 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.38 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.02 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.5 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.57 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.22 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.4 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.6 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.81 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.11 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.57 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.56 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.85 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.28 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.2 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.93 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.99 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.13 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.91 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.16 |
% of boys with entries in all English Baccalaureate subject areas | 80.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 65.70% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 54.50% |
% of girls with entries in all English Baccalaureate subject areas | 66.30% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 62.10% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 52.60% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 77.40% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 66.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 55.70% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 55.60% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 50.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 50.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 84.50% |
% of pupils achieving any qualifications | 98.70% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 33.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 91.70% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 29.40% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 80 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 87.00% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 109 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 98.20% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 87.40% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 85.30% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 77.80% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 87.80% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 9.50% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 80.60% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 11.80% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 60 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 65.20% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 105 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 94.60% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 75.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 72.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 72.20% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 76.50% |
% of pupils entering more than one language | 3.80% |
% of pupils entering biology, chemistry and physics | 28.20% |
Average number of KS4 entries per pupil | 7.9 |
Average number of KS4 entries per pupil with low prior attainment | 6.2 |
Average number of KS4 entries per pupil with middle prior attainment | 7.9 |
Average number of KS4 entries per pupil with high prior attainment | 8.4 |
Average number of KS4 entries per disadvantaged pupil | 6.1 |
Average number of KS4 entries per non-disadvantaged pupil | 8.1 |
Average number of GCSE entries per pupil | 7.7 |
Average number of GCSE entries per pupil with low prior attainment | 5.8 |
Average number of GCSE entries per pupil with middle prior attainment | 7.7 |
Average number of GCSE entries per pupil with high prior attainment | 8.3 |
Average number of GCSE entries per disadvantaged pupil | 5.7 |
Average number of GCSE entries per non-disadvantaged pupil | 7.9 |
Total volume of entries without discounting | 1903 |
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 | 230 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 212 |
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) | SUPP |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 162 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | 3 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 3 |
Activity not captured (number of pupils) | 12 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 93% |
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) | SUPP |
Further education (percentage) | SUPP |
School sixth form (percentage) | 78% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | 1% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 1% |
Activity not captured (percentage) | 6% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 23 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 20 |
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 | 207 |
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) | 192 |
Number of pupils completing key stage 4 in 2019/20 | 225 |
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 | 16 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 209 |
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 | 195 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 99% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 21 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 174 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 1 |
---|---|
Progression score for the total cohort | 3 |
Upper confidence limit on the progression score for the total cohort | 8 |
Lower confidence limit on the progression score for the total cohort | -2 |
Cohort size | 223 |
Progressed | 82% |
Apprenticeships | SP |
Higher Education | 82% |
Top third | 46% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 223 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 3 |
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 | -2 |
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 | 67% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
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) | 228 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 187 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 117 |
Further education (level 3 and below) (All levels of study) (number of students) | 12 |
Higher education (level 4 and above) (All levels of study) (number of students) | 102 |
Other education destinations (All levels of study) (number of students) | 3 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 65 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 32 |
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) | 82% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 51% |
Further education (level 3 and below) (All levels of study) (percentage) | 5% |
Higher education (level 4 and above) (All levels of study) (percentage) | 45% |
Other education destinations (All levels of study) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 14% |
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) | 38 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 30 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 19 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 17 |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 9 |
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) | 5 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 79% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 5% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 50% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 3% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | 45% |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 3% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 24% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 13% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 8% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 190 |
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) | 157 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
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) | 98 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 11 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 85 |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
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) | 56 |
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) | 27 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 52% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 6% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 45% |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (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) (percentage) (not identified as disadvantaged) | 14% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 221 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 183 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 117 |
Further education (level 3 and below) (Level 3) (number of students) | 12 |
Higher education (level 4 and above) (Level 3) (number of students) | 102 |
Other education destinations (Level 3) (number of students) | 3 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 63 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 29 |
Activity not captured in data (Level 3) (number of students) | 9 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 1% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 53% |
Further education (level 3 and below) (Level 3) (percentage) | 5% |
Higher education (level 4 and above) (Level 3) (percentage) | 46% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 13% |
Activity not captured in data (Level 3) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 33 |
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) | 19 |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 17 |
Other education destinations (Level 3) (number of students) (disadvantaged) | 1 |
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) | 3 |
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) | 58% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 3% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 52% |
Other education destinations (Level 3) (percentage) (disadvantaged) | 3% |
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) | 9% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 188 |
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) | 98 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 11 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 85 |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 2 |
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) | 6 |
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) | 52% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 6% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 45% |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 1% |
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) | 3% |
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) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 4 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
Other education destinations (L1, entry level and other) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
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) | 3 |
Activity not captured in data (L1, entry level and other) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 57% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 29% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
Other education destinations (L1, entry level and other) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 43% |
Activity not captured in data (L1, entry level and other) (percentage) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 5 |
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) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | 0 |
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) | 0 |
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) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | 0% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | 2 |
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) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
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) | 0 |
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) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
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) | 0% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 1 |
---|---|
Progression score for the total cohort | 3 |
Upper confidence limit on the progression score for the total cohort | 8 |
Lower confidence limit on the progression score for the total cohort | -2 |
Cohort size | 223 |
Progressed | 82% |
Apprenticeships | SP |
Higher Education | 82% |
Top third | 46% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 223 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 3 |
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 | -2 |
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 | 67% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | 0% |