For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1426 |
Number of girls on roll | 691 |
Number of boys on roll | 735 |
Percentage of girls on roll | 48.5 |
Percentage of boys on roll | 51.5 |
Number of eligible pupils with an EHC plan | 42 |
Percentage of eligible pupils with an EHC plan | 2.9 |
Number of eligible pupils with SEN support | 271 |
Percentage of eligible pupils with SEN support | 19 |
No. pupils where English not first language | 91 |
No. pupils with English first language | 1315 |
No. pupils where first language is unclassified | 20 |
% pupils where English not first language | 6.4 |
% pupils with English first language | 92.2 |
No. pupils eligible for free school meals | 254 |
Number of pupils eligible for FSM at any time during the past 6 years | 233 |
Total pupils for FSMEver | 1177 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 19.8 |
School address (1) | Tithepit Shaw Lane |
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School town | Warlingham |
School postcode | CR6 9YB |
School telephone number | 01883624067 |
School parliamentary constituency code | E14001215 |
School parliamentary constituency name | East Surrey |
Religious denomination | Does not apply |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1426 |
Total boys on roll (including part-time pupils) | 735 |
Total girls on roll (including part-time pupils) | 691 |
Number of pupils at the end of key stage 4 | 235 |
Number of boys at the end of key stage 4 | 119 |
% of pupils at the end of key stage 4 who are boys | 50.60% |
Number of girls at the end of key stage 4 | 116 |
% of pupils at the end key stage 4 who are girls | 49.40% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.3 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 51 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 22.20% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 128 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 55.70% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 51 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 22.20% |
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) | 47 |
Percentage of key stage 2 disadvantaged pupils | 20.00% |
Number of key stage 2 pupils who are not disadvantaged | 188 |
Percentage of key stage 2 pupils who are not disadvantaged | 80.00% |
Number of eligible pupils with English as additional language (EAL) | 18 |
Percentage of eligible pupils with English as additional language (EAL) | 7.70% |
Number of eligible pupils with English as first language | 217 |
Percentage of eligible pupils with English as first language | 92.30% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 228 |
% of pupils at the end of key stage 4 who are non-mobile | 97.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.60% |
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 | 56 |
% 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 | 23.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 50 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 21.30% |
Total sum of Attainment 8 scores | 10508 |
Average Attainment 8 score per pupil | 44.7 |
Total sum of Attainment 8 scores for English element | 2313 |
Average Attainment 8 score per pupil for English element | 9.8 |
Total sum of Attainment 8 scores for mathematics element | 2088 |
Average Attainment 8 score per pupil for mathematics element | 8.9 |
Total sum of Attainment 8 scores for EBacc element | 2929 |
Average Attainment 8 score per pupil for EBacc element | 12.5 |
Total sum of Attainment 8 scores for open element | 3178 |
Average Attainment 8 score per pupil for open element | 13.5 |
Total sum of Attainment 8 scores for open element - GCSE only | 2986.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 12.7 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 191.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.8 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 230 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 98% |
Progress 8 measure after adjustment for extreme scores | -0.18 |
Progress 8 lower 95% confidence interval for adjusted average | -0.36 |
Progress 8 upper 95% confidence interval for adjusted average | 0.01 |
Progress 8 measure based on unadjusted pupil scores | -0.18 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.37 |
Progress 8 upper 95% confidence interval for unadjusted average | 0 |
Progress 8 measure for English element | -0.08 |
Lower 95% confidence interval for Progress 8 English element | -0.29 |
Upper 95% confidence interval for Progress 8 English element | 0.12 |
Progress 8 measure for mathematics element | -0.17 |
Lower 95% confidence interval for Progress 8 maths element | -0.36 |
Upper 95% confidence interval for Progress 8 maths element | 0.02 |
Progress 8 measure for EBacc element | -0.37 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.58 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.16 |
Progress 8 measure for open element | -0.07 |
Lower 95% confidence interval for Progress 8 open element | -0.28 |
Upper 95% confidence interval for Progress 8 open element | 0.13 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 64.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 46.00% |
Total EBacc APS score per pupil | 888.76 |
Average EBacc APS score per pupil | 3.78 |
Average EBacc APS score per disadvantaged pupil | 2.3 |
Average EBacc APS score per non-disadvantaged pupil | 4.15 |
Average EBacc APS score per pupil with low prior attainment | 2.19 |
Average EBacc APS score per pupil with middle prior attainment | 3.7 |
Average EBacc APS score per pupil with high prior attainment | 5.48 |
Average EBacc APS score per pupil for whom English is an additional language | 4.69 |
Average EBacc APS score per girl | 3.88 |
Average EBacc APS score per boy | 3.68 |
Average EBacc APS score per non-mobile pupil | 3.79 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 46 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 19.60% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 14.50% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 10.60% |
Number of pupils entering the English Baccalaureate English subject area | 228 |
% of pupils entering the English Baccalaureate English subject area | 97.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 233 |
% of pupils entering the English Baccalaureate Maths subject area | 99.10% |
Number of pupils entering the English Baccalaureate Science subject area | 225 |
% of pupils entering the English Baccalaureate Science subject area | 95.70% |
Number of pupils entering the English Baccalaureate Humanities subject area | 186 |
% of pupils entering the English Baccalaureate Humanities subject area | 79.10% |
Number of pupils entering the English Baccalaureate Language subject area | 65 |
% of pupils entering the English Baccalaureate Language subject area | 27.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 74.90% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 59.60% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 71.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 50.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 56.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 40.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 65.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 53.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 78.50% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 64.60% |
Number of pupils included in English Baccalaureate Science Value Added measure | 220 |
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 | 182 |
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 | 62 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 95% |
English Baccalaureate Science Value Added measure | -0.39 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.58 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.19 |
EBacc Humanities VA measure | 0.01 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.25 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.26 |
English Baccalaureate Languages Value Added measure | 0.34 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.15 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.83 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 176 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 140 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 167 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 119 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 127 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 90 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 121 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 99 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 51 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 42 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 46 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 19.60% |
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 | 97.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 230 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.90% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 219 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 97.30% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 183 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.40% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 65 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 28.7 |
Number of disadvantaged pupils in Progress 8 measure | 47 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.04 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.45 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.64 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.05 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.46 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.64 |
Average Attainment 8 score per non-disadvantaged pupil | 48.7 |
Number of non-disadvantaged pupils in Progress 8 measure | 183 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.05 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.16 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.25 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.04 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.17 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.25 |
Average Attainment 8 score per disadvantaged pupil for English element | 6.7 |
Progress 8 measure for English element - disadvantaged pupils | -0.97 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.43 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.51 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.2 |
Progress 8 measure for maths element - disadvantaged pupils | -0.74 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.17 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.32 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 7.3 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.3 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.77 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.84 |
Average Attainment 8 score per disadvantaged pupil for open element | 8.6 |
Progress 8 measure for open element - disadvantaged pupils | -1.06 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.52 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.59 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.6 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.14 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.09 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.38 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.6 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.02 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.24 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.19 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.8 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.13 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.37 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.11 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.8 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.18 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.06 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.41 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.2 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 13.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.9 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -21.3 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.2 |
Average Attainment 8 score per pupil with low prior attainment | 28 |
Number of pupils with low prior attainment included in Progress 8 measure | 51 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.02 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.37 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.41 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.02 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.38 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.42 |
Average Attainment 8 score per pupil with middle prior attainment | 44 |
Number of pupils with middle prior attainment included in Progress 8 measure | 128 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.22 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.46 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.03 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.23 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.48 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.02 |
Average Attainment 8 score per pupil with high prior attainment | 62.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 51 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.27 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.66 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.12 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.27 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.66 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.13 |
Average Attainment 8 score per pupil for whom English is an additional language | 53.9 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.8 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 16.2 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 15.8 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.4 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 16 |
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 | 0.43 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.27 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.12 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.43 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.28 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.14 |
Average Attainment 8 score per girl | 46.6 |
Average Attainment 8 score per girl for English element | 10.4 |
Average Attainment 8 score per girl for mathematics element | 8.8 |
Average Attainment 8 score per girl for EBacc element | 12.8 |
Average Attainment 8 score per girl for open element | 14.7 |
Average Attainment 8 score per girl - GCSE only | 13.9 |
Average Attainment 8 score per girl - non-GCSE only | 0.8 |
Number of girls included in Progress 8 measure | 114 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | -0.14 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.4 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.12 |
Unadjusted Progress 8 measure - girls | -0.16 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.42 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.11 |
Average Attainment 8 score per boy | 42.8 |
Average Attainment 8 score per boy for English element | 9.3 |
Average Attainment 8 score per boy for mathematics element | 8.9 |
Average Attainment 8 score per boy for EBacc element | 12.2 |
Average Attainment 8 score per boy for open element | 12.4 |
Average Attainment 8 score per boy - GCSE only | 11.6 |
Average Attainment 8 score per boy - non-GCSE only | 0.8 |
Number of boys included in Progress 8 measure | 116 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.21 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.47 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.05 |
Unadjusted Progress 8 measure - boys | -0.21 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.47 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.05 |
Average Attainment 8 score per non-mobile pupil | 44.9 |
Average Attainment 8 score per non-mobile pupil for English element | 9.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.9 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 12.5 |
Average Attainment 8 score per non-mobile pupil for open element | 13.6 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 12.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
Number of non-mobile pupils included in Progress 8 measure | 225 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | -0.17 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.36 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.01 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.18 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.37 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.01 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
EBacc entered % by low prior attainment | 3.90% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 24 |
EBacc entered % by middle prior attainment | 18.80% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 12.50% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 7.80% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 18 |
EBacc entered % by high prior attainment | 35.30% |
EBacc achieved % by high prior attainment - with 9-4 passes | 33.30% |
EBacc achieved % by high prior attainment - with 9-5 passes | 27.50% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 6.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 22.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 2.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.10% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 17.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 12.80% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.26 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.42 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.42 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.03 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.24 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.25 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.06 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.32 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.91 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.16 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.39 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.55 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.34 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.41 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.58 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.47 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.03 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.45 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.16 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.67 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.16 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.68 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.02 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.82 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.23 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.6 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.44 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.12 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.83 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.33 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.4 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.28 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.21 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.84 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.22 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.91 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.93 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.1 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.04 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.26 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.35 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.25 |
% of boys with entries in all English Baccalaureate subject areas | 19.30% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 13.40% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 9.20% |
% of girls with entries in all English Baccalaureate subject areas | 19.80% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 15.50% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 12.10% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 18.40% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 14.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 10.10% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 27.80% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 16.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 16.70% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 57.90% |
% of pupils achieving any qualifications | 99.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 29.80% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 73.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 11 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 21.60% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 89 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 69.50% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 49 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 96.10% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 63.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 66.40% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 83.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 64.90% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 19.10% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 52.70% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 6 |
% 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 | 58 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 45.30% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 41 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 80.40% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 45.40% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 46.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 61.10% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 46.10% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 10.60% |
Average number of KS4 entries per pupil | 7.8 |
Average number of KS4 entries per pupil with low prior attainment | 7.3 |
Average number of KS4 entries per pupil with middle prior attainment | 7.6 |
Average number of KS4 entries per pupil with high prior attainment | 8.7 |
Average number of KS4 entries per disadvantaged pupil | 6.6 |
Average number of KS4 entries per non-disadvantaged pupil | 8.1 |
Average number of GCSE entries per pupil | 7.5 |
Average number of GCSE entries per pupil with low prior attainment | 7 |
Average number of GCSE entries per pupil with middle prior attainment | 7.3 |
Average number of GCSE entries per pupil with high prior attainment | 8.5 |
Average number of GCSE entries per disadvantaged pupil | 6.4 |
Average number of GCSE entries per non-disadvantaged pupil | 7.8 |
Total volume of entries without discounting | 1869 |
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 | Average |
Number of pupils completing key stage 4 in 2020/21 | 235 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 213 |
Apprenticeships (number of pupils) | 4 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 4 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 176 |
Further education (number of pupils) | 45 |
School sixth form (number of pupils) | 78 |
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) | 7 |
Activity not captured (number of pupils) | 7 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 93% |
Apprenticeships (percentage) | 2% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 89% |
Further education (percentage) | 23% |
School sixth form (percentage) | 39% |
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) | 4% |
Activity not captured (percentage) | 4% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 37 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 29 |
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 198 |
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 | 241 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 38 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 203 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of pupils completing key stage 4 in 2018/19 | 240 |
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 | 33 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 207 |
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 | -18 |
Upper confidence limit on the progression score for the total cohort | -9 |
Lower confidence limit on the progression score for the total cohort | -26 |
Cohort size | 93 |
Progressed | 55% |
Apprenticeships | 2% |
Higher Education | 49% |
Top third | 12% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 93 |
Progressed for academic/applied general cohort | 55% |
Progression score for academic/applied general cohort | -18 |
Upper confidence limit on the progression score for the academic/applied general cohort | -9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -26 |
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 | 50% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 36% |
Top third for disadvantaged students | 7% |
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) | 121 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 103 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 49 |
Further education (level 3 and below) (All levels of study) (number of students) | 2 |
Higher education (level 4 and above) (All levels of study) (number of students) | 46 |
Other education destinations (All levels of study) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 51 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 15 |
Activity not captured in data (All levels of study) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 85% |
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) | 40% |
Further education (level 3 and below) (All levels of study) (percentage) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) | 38% |
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) | 42% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 12% |
Activity not captured in data (All levels of study) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 20 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 18 |
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) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 8 |
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) | 90% |
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) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 40% |
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) | 101 |
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) | 85 |
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) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
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) | 43 |
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) | 84% |
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) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 43% |
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) | 115 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 99 |
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) | 49 |
Further education (level 3 and below) (Level 3) (number of students) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) | 46 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 47 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 13 |
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) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 43% |
Further education (level 3 and below) (Level 3) (percentage) | 2% |
Higher education (level 4 and above) (Level 3) (percentage) | 40% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 41% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 11% |
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) | 18 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 16 |
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) | 6 |
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) | 89% |
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) | 33% |
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) | 97 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 83 |
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) | 41 |
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) | 86% |
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) | 42% |
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) | 4 |
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 | -18 |
Upper confidence limit on the progression score for the total cohort | -9 |
Lower confidence limit on the progression score for the total cohort | -26 |
Cohort size | 93 |
Progressed | 55% |
Apprenticeships | 2% |
Higher Education | 49% |
Top third | 12% |
Higher technical | 3% |
Cohort size for academic/applied general cohort | 93 |
Progressed for academic/applied general cohort | 55% |
Progression score for academic/applied general cohort | -18 |
Upper confidence limit on the progression score for the academic/applied general cohort | -9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -26 |
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 | 50% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 36% |
Top third for disadvantaged students | 7% |
Higher technical for disadvantaged students | SUPP |