All Hallows Catholic College
Secondary Academy school in Macclesfield SK11 8LB
Secondary Academy school in Macclesfield SK11 8LB
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1237 |
| Number of girls on roll | 656 |
| Number of boys on roll | 581 |
| Percentage of girls on roll | 53 |
| Percentage of boys on roll | 47 |
| Number of eligible pupils with an EHC plan | 52 |
| Percentage of eligible pupils with an EHC plan | 4.2 |
| Number of eligible pupils with SEN support | 125 |
| Percentage of eligible pupils with SEN support | 10.1 |
| No. pupils where English not first language | 189 |
| No. pupils with English first language | 1048 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 15.3 |
| % pupils with English first language | 84.7 |
| No. pupils eligible for free school meals | 169 |
| Number of pupils eligible for FSM at any time during the past 6 years | 166 |
| Total pupils for FSMEver | 1054 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 15.7 |
| School address (1) | Brooklands Avenue |
|---|---|
| School town | Macclesfield |
| School postcode | SK11 8LB |
| School telephone number | 01625426138 |
| School parliamentary constituency code | E14001347 |
| School parliamentary constituency name | Macclesfield |
| Religious denomination | Roman Catholic |
| Age range | 11-18 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 1237 |
| Total boys on roll (including part-time pupils) | 581 |
| Total girls on roll (including part-time pupils) | 656 |
| Number of pupils at the end of key stage 4 | 209 |
| Number of boys at the end of key stage 4 | 93 |
| % of pupils at the end of key stage 4 who are boys | 44.50% |
| Number of girls at the end of key stage 4 | 116 |
| % of pupils at the end key stage 4 who are girls | 55.50% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.9 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 39 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 19.80% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 105 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.30% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 53 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 26.90% |
| 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) | 42 |
| Percentage of key stage 2 disadvantaged pupils | 20.10% |
| Number of key stage 2 pupils who are not disadvantaged | 167 |
| Percentage of key stage 2 pupils who are not disadvantaged | 79.90% |
| Number of eligible pupils with English as additional language (EAL) | 28 |
| Percentage of eligible pupils with English as additional language (EAL) | 13.40% |
| Number of eligible pupils with English as first language | 181 |
| Percentage of eligible pupils with English as first language | 86.60% |
| 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 | 204 |
| % of pupils at the end of key stage 4 who are non-mobile | 97.60% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 8 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.80% |
| 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 | 36 |
| % 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 | 28 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13.40% |
| Total sum of Attainment 8 scores | 10153.3 |
| Average Attainment 8 score per pupil | 48.6 |
| Total sum of Attainment 8 scores for English element | 2217 |
| Average Attainment 8 score per pupil for English element | 10.6 |
| Total sum of Attainment 8 scores for mathematics element | 1960 |
| Average Attainment 8 score per pupil for mathematics element | 9.4 |
| Total sum of Attainment 8 scores for EBacc element | 2862 |
| Average Attainment 8 score per pupil for EBacc element | 13.7 |
| Total sum of Attainment 8 scores for open element | 3114.3 |
| Average Attainment 8 score per pupil for open element | 14.9 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2855 |
| Average Attainment 8 score per pupil for open element - GCSE only | 13.7 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 259.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 1.2 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
| Number of pupils included in Progress 8 measure | 197 |
| 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 | 94% |
| Progress 8 measure after adjustment for extreme scores | 0 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.19 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.2 |
| Progress 8 measure based on unadjusted pupil scores | 0 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.2 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.2 |
| Progress 8 measure for English element | 0.16 |
| Lower 95% confidence interval for Progress 8 English element | -0.07 |
| Upper 95% confidence interval for Progress 8 English element | 0.38 |
| Progress 8 measure for mathematics element | -0.16 |
| Lower 95% confidence interval for Progress 8 maths element | -0.36 |
| Upper 95% confidence interval for Progress 8 maths element | 0.05 |
| Progress 8 measure for EBacc element | -0.19 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.42 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.04 |
| Progress 8 measure for open element | 0.2 |
| Lower 95% confidence interval for Progress 8 open element | -0.02 |
| Upper 95% confidence interval for Progress 8 open element | 0.43 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 70.30% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 49.30% |
| Total EBacc APS score per pupil | 880.02 |
| Average EBacc APS score per pupil | 4.21 |
| Average EBacc APS score per disadvantaged pupil | 2.7 |
| Average EBacc APS score per non-disadvantaged pupil | 4.59 |
| Average EBacc APS score per pupil with low prior attainment | 1.97 |
| Average EBacc APS score per pupil with middle prior attainment | 3.94 |
| Average EBacc APS score per pupil with high prior attainment | 5.98 |
| Average EBacc APS score per pupil for whom English is an additional language | 5.6 |
| Average EBacc APS score per girl | 4.44 |
| Average EBacc APS score per boy | 3.92 |
| Average EBacc APS score per non-mobile pupil | 4.23 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 77 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 36.80% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 28.70% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 20.60% |
| Number of pupils entering the English Baccalaureate English subject area | 198 |
| % of pupils entering the English Baccalaureate English subject area | 94.70% |
| Number of pupils entering the English Baccalaureate Maths subject area | 206 |
| % of pupils entering the English Baccalaureate Maths subject area | 98.60% |
| Number of pupils entering the English Baccalaureate Science subject area | 198 |
| % of pupils entering the English Baccalaureate Science subject area | 94.70% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 190 |
| % of pupils entering the English Baccalaureate Humanities subject area | 90.90% |
| Number of pupils entering the English Baccalaureate Language subject area | 86 |
| % of pupils entering the English Baccalaureate Language subject area | 41.10% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 79.40% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 69.90% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 72.20% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 52.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 63.10% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 44.90% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 66.80% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 55.80% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 82.60% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 69.80% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 186 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 94% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 179 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 94% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 77 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 90% |
| English Baccalaureate Science Value Added measure | -0.3 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.51 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.09 |
| EBacc Humanities VA measure | 0.02 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.25 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.28 |
| English Baccalaureate Languages Value Added measure | 0.57 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | 0.13 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 1.01 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 166 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 146 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 151 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 109 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 125 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 89 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 127 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 106 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 71 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 60 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 76 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 36.40% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 198 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 94.70% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 203 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.10% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 195 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.50% |
| 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 | 96.30% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 85 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.80% |
| Average Attainment 8 score per disadvantaged pupil | 32.7 |
| Number of disadvantaged pupils in Progress 8 measure | 42 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.7 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.13 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.27 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.7 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.14 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.27 |
| Average Attainment 8 score per non-disadvantaged pupil | 52.6 |
| Number of non-disadvantaged pupils in Progress 8 measure | 155 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.19 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.03 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.42 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.19 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.03 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.42 |
| Average Attainment 8 score per disadvantaged pupil for English element | 7.5 |
| Progress 8 measure for English element - disadvantaged pupils | -0.59 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.08 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.1 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.3 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.72 |
| 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 | -0.27 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 8.6 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.9 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.4 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.41 |
| Average Attainment 8 score per disadvantaged pupil for open element | 10.2 |
| Progress 8 measure for open element - disadvantaged pupils | -0.56 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.05 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.07 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 11.4 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.36 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.1 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.61 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.2 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0 |
| 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 | 0.23 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.26 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.26 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 16.1 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.41 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.15 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.66 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.2 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.3 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -17.3 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.86 |
| Average Attainment 8 score per pupil with low prior attainment | 25 |
| Number of pupils with low prior attainment included in Progress 8 measure | 39 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.3 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.74 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.14 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.3 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.75 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.15 |
| Average Attainment 8 score per pupil with middle prior attainment | 46.4 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 105 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.04 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.24 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.31 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.03 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.24 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.31 |
| Average Attainment 8 score per pupil with high prior attainment | 66.5 |
| Number of pupils with high prior attainment included in Progress 8 measure | 53 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.16 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.22 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.54 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.16 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.23 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.55 |
| Average Attainment 8 score per pupil for whom English is an additional language | 61.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 18.6 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 18.5 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 17 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.5 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 18 |
| 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 | 0.83 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.18 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.49 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.83 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.17 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.5 |
| Average Attainment 8 score per girl | 51.3 |
| Average Attainment 8 score per girl for English element | 11.3 |
| Average Attainment 8 score per girl for mathematics element | 9.5 |
| Average Attainment 8 score per girl for EBacc element | 14.2 |
| Average Attainment 8 score per girl for open element | 16.3 |
| Average Attainment 8 score per girl - GCSE only | 15 |
| Average Attainment 8 score per girl - non-GCSE only | 1.3 |
| Number of girls included in Progress 8 measure | 108 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | 0.1 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.17 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.36 |
| Unadjusted Progress 8 measure - girls | 0.1 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.18 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.37 |
| Average Attainment 8 score per boy | 45.2 |
| Average Attainment 8 score per boy for English element | 9.8 |
| Average Attainment 8 score per boy for mathematics element | 9.3 |
| Average Attainment 8 score per boy for EBacc element | 13 |
| Average Attainment 8 score per boy for open element | 13.1 |
| Average Attainment 8 score per boy - GCSE only | 11.9 |
| Average Attainment 8 score per boy - non-GCSE only | 1.2 |
| Number of boys included in Progress 8 measure | 89 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | -0.11 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.4 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.19 |
| Unadjusted Progress 8 measure - boys | -0.11 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.41 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.19 |
| Average Attainment 8 score per non-mobile pupil | 48.9 |
| Average Attainment 8 score per non-mobile pupil for English element | 10.7 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 9.4 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 13.8 |
| Average Attainment 8 score per non-mobile pupil for open element | 15 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 13.8 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.2 |
| Number of non-mobile pupils included in Progress 8 measure | 194 |
| Number of non-mobile pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.03 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.17 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.23 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.03 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.17 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.24 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 5 |
| EBacc entered % by low prior attainment | 12.80% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.60% |
| 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 | 35 |
| EBacc entered % by middle prior attainment | 33.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 25.70% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 13.30% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 29 |
| EBacc entered % by high prior attainment | 54.70% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 49.10% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 47.20% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 19.00% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 41.30% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 11.90% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 9.50% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 32.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 23.40% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.25 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.24 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.44 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.83 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.17 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.51 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.08 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.25 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.99 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.28 |
| 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 | 0.42 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.93 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.16 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.69 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.36 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.29 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.07 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.4 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.24 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.74 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.04 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.53 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.04 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.83 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.42 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.56 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.57 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.01 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.08 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.1 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.44 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.27 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.75 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.24 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.99 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.32 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.16 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.22 |
| 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 | 1.02 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.17 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.62 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.24 |
| % of boys with entries in all English Baccalaureate subject areas | 28.00% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 21.50% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 14.00% |
| % of girls with entries in all English Baccalaureate subject areas | 44.00% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 34.50% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 25.90% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 37.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 28.90% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 20.60% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 53.60% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 42.90% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 32.10% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 66.50% |
| % of pupils achieving any qualifications | 99.00% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 35.70% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 79.00% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 8 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 20.50% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 76 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 72.40% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 51 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 96.20% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 65.60% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 74.10% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 85.70% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 70.60% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 21.40% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 56.30% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2.60% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 45 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 42.90% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 47 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 88.70% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 46.20% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 51.70% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 71.40% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 49.50% |
| % of pupils entering more than one language | 3.80% |
| % of pupils entering biology, chemistry and physics | 35.90% |
| Average number of KS4 entries per pupil | 8.5 |
| Average number of KS4 entries per pupil with low prior attainment | 7.1 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.2 |
| Average number of KS4 entries per pupil with high prior attainment | 9.6 |
| Average number of KS4 entries per disadvantaged pupil | 7.7 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.7 |
| Average number of GCSE entries per pupil | 8.1 |
| Average number of GCSE entries per pupil with low prior attainment | 6.5 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.8 |
| Average number of GCSE entries per pupil with high prior attainment | 9.3 |
| Average number of GCSE entries per disadvantaged pupil | 7.2 |
| Average number of GCSE entries per non-disadvantaged pupil | 8.3 |
| Total volume of entries without discounting | 1787 |
| 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 | 182 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 172 |
| Apprenticeships (number of pupils) | 3 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 3 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 144 |
| Further education (number of pupils) | 36 |
| School sixth form (number of pupils) | 81 |
| Sixth form college (number of pupils) | 24 |
| 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) | 2 |
| Activity not captured (number of pupils) | 0 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 99% |
| 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) | 95% |
| Further education (percentage) | 24% |
| School sixth form (percentage) | 53% |
| Sixth form college (percentage) | 16% |
| Other education destination (percentage) | 2% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 1% |
| Activity not captured (percentage) | 0% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 30 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 22 |
| 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 | 152 |
| 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) | 150 |
| Number of pupils completing key stage 4 in 2019/20 | 207 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
| 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) | 89% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 169 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
| Number of pupils completing key stage 4 in 2018/19 | 191 |
| 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 | 36 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 155 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 4 |
| Upper confidence limit on the progression score for the total cohort | 12 |
| Lower confidence limit on the progression score for the total cohort | -4 |
| Cohort size | 101 |
| Progressed | 82% |
| Apprenticeships | 2% |
| Higher Education | 80% |
| Top third | 41% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 101 |
| Progressed for academic/applied general cohort | 82% |
| Progression score for academic/applied general cohort | 4 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 11 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | SUPP |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 100 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 91 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 8 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 60 |
| Further education (level 3 and below) (All levels of study) (number of students) | 1 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 59 |
| Other education destinations (All levels of study) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 23 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 7 |
| Activity not captured in data (All levels of study) (number of students) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 91% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 8% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 60% |
| Further education (level 3 and below) (All levels of study) (percentage) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 59% |
| Other education destinations (All levels of study) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 23% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
| 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) | 11 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 10 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 91% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 9% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 89 |
| 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) | 81 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 91% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 8% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 97 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 89 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 6 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 60 |
| Further education (level 3 and below) (Level 3) (number of students) | 1 |
| Higher education (level 4 and above) (Level 3) (number of students) | 59 |
| Other education destinations (Level 3) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 23 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 6 |
| Activity not captured in data (Level 3) (number of students) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 92% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 6% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 62% |
| Further education (level 3 and below) (Level 3) (percentage) | 1% |
| Higher education (level 4 and above) (Level 3) (percentage) | 61% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 24% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
| Activity not captured in data (Level 3) (percentage) | 2% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 4 |
| Upper confidence limit on the progression score for the total cohort | 12 |
| Lower confidence limit on the progression score for the total cohort | -4 |
| Cohort size | 101 |
| Progressed | 82% |
| Apprenticeships | 2% |
| Higher Education | 80% |
| Top third | 41% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 101 |
| Progressed for academic/applied general cohort | 82% |
| Progression score for academic/applied general cohort | 4 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 11 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | SUPP |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |