Aylesbury UTC
Secondary Free school in Aylesbury HP21 8PB
Secondary Free school in Aylesbury HP21 8PB
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 155 |
| Number of girls on roll | 69 |
| Number of boys on roll | 86 |
| Percentage of girls on roll | 44.5 |
| Percentage of boys on roll | 55.5 |
| Number of eligible pupils with an EHC plan | 12 |
| Percentage of eligible pupils with an EHC plan | 7.7 |
| Number of eligible pupils with SEN support | 46 |
| Percentage of eligible pupils with SEN support | 29.7 |
| No. pupils where English not first language | 21 |
| No. pupils with English first language | 132 |
| No. pupils where first language is unclassified | 2 |
| % pupils where English not first language | 13.5 |
| % pupils with English first language | 85.2 |
| No. pupils eligible for free school meals | 52 |
| Number of pupils eligible for FSM at any time during the past 6 years | 49 |
| Total pupils for FSMEver | 128 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 38.3 |
| School address (1) | Oxford Road |
|---|---|
| School town | Aylesbury |
| School postcode | HP21 8PB |
| School telephone number | 01296388459 |
| School parliamentary constituency code | E14001071 |
| School parliamentary constituency name | Aylesbury |
| Religious denomination | Does not apply |
| Age range | 14-19 |
| 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 | NON SEL IN HIGHLY SEL AREA |
| 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) | 155 |
| Total boys on roll (including part-time pupils) | 86 |
| Total girls on roll (including part-time pupils) | 69 |
| Number of pupils at the end of key stage 4 | 66 |
| Number of boys at the end of key stage 4 | 38 |
| % of pupils at the end of key stage 4 who are boys | 57.60% |
| Number of girls at the end of key stage 4 | 28 |
| % of pupils at the end key stage 4 who are girls | 42.40% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 100.2 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 28 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 44.40% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 35 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 55.60% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 0 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 0.00% |
| 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) | 18 |
| Percentage of key stage 2 disadvantaged pupils | 27.30% |
| Number of key stage 2 pupils who are not disadvantaged | 48 |
| Percentage of key stage 2 pupils who are not disadvantaged | 72.70% |
| Number of eligible pupils with English as additional language (EAL) | 4 |
| Percentage of eligible pupils with English as additional language (EAL) | 6.10% |
| Number of eligible pupils with English as first language | 61 |
| Percentage of eligible pupils with English as first language | 92.40% |
| Number of eligible pupils with unclassified language | 1 |
| Percentage of eligible pupils with unclassified language | 1.50% |
| Number of pupils at the end of key stage 4 who are non-mobile | 63 |
| % of pupils at the end of key stage 4 who are non-mobile | 95.50% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4.50% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 33 |
| % 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 | 50.00% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 30 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 45.50% |
| Total sum of Attainment 8 scores | 1604.5 |
| Average Attainment 8 score per pupil | 24.3 |
| Total sum of Attainment 8 scores for English element | 411 |
| Average Attainment 8 score per pupil for English element | 6.2 |
| Total sum of Attainment 8 scores for mathematics element | 358 |
| Average Attainment 8 score per pupil for mathematics element | 5.4 |
| Total sum of Attainment 8 scores for EBacc element | 467 |
| Average Attainment 8 score per pupil for EBacc element | 7.1 |
| Total sum of Attainment 8 scores for open element | 368.5 |
| Average Attainment 8 score per pupil for open element | 5.6 |
| Total sum of Attainment 8 scores for open element - GCSE only | 210 |
| Average Attainment 8 score per pupil for open element - GCSE only | 3.2 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 158.5 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 2.4 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.1 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.1 |
| Number of pupils included in Progress 8 measure | 63 |
| Number of pupils who have had P8 score adjusted in average | 1 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 95% |
| Progress 8 measure after adjustment for extreme scores | -1.38 |
| Progress 8 lower 95% confidence interval for adjusted average | -1.73 |
| Progress 8 upper 95% confidence interval for adjusted average | -1.03 |
| Progress 8 measure based on unadjusted pupil scores | -1.38 |
| Progress 8 lower 95% confidence interval for unadjusted average | -1.74 |
| Progress 8 upper 95% confidence interval for unadjusted average | -1.03 |
| Progress 8 measure for English element | -1.13 |
| Lower 95% confidence interval for Progress 8 English element | -1.53 |
| Upper 95% confidence interval for Progress 8 English element | -0.74 |
| Progress 8 measure for mathematics element | -1.03 |
| Lower 95% confidence interval for Progress 8 maths element | -1.4 |
| Upper 95% confidence interval for Progress 8 maths element | -0.66 |
| Progress 8 measure for EBacc element | -1.24 |
| Lower 95% confidence interval for Progress 8 EBacc element | -1.65 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.84 |
| Progress 8 measure for open element | -1.92 |
| Lower 95% confidence interval for Progress 8 open element | -2.32 |
| Upper 95% confidence interval for Progress 8 open element | -1.52 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 28.80% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 4.50% |
| Total EBacc APS score per pupil | 135.12 |
| Average EBacc APS score per pupil | 2.05 |
| Average EBacc APS score per disadvantaged pupil | 1.9 |
| Average EBacc APS score per non-disadvantaged pupil | 2.1 |
| Average EBacc APS score per pupil with low prior attainment | 1.47 |
| Average EBacc APS score per pupil with middle prior attainment | 2.45 |
| Average EBacc APS score per pupil with high prior attainment | NE |
| Average EBacc APS score per pupil for whom English is an additional language | SUPP |
| Average EBacc APS score per girl | 1.78 |
| Average EBacc APS score per boy | 2.24 |
| Average EBacc APS score per non-mobile pupil | 2.07 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0.00% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
| Number of pupils entering the English Baccalaureate English subject area | 57 |
| % of pupils entering the English Baccalaureate English subject area | 86.40% |
| Number of pupils entering the English Baccalaureate Maths subject area | 62 |
| % of pupils entering the English Baccalaureate Maths subject area | 93.90% |
| Number of pupils entering the English Baccalaureate Science subject area | 60 |
| % of pupils entering the English Baccalaureate Science subject area | 90.90% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 0 |
| % of pupils entering the English Baccalaureate Humanities subject area | 0.00% |
| Number of pupils entering the English Baccalaureate Language subject area | 5 |
| % of pupils entering the English Baccalaureate Language subject area | 7.60% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 43.90% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 18.20% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 39.40% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 15.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 33.30% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 16.70% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | NE |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | NE |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | SUPP |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | SUPP |
| Number of pupils included in English Baccalaureate Science Value Added measure | 57 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 95% |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | NE |
| Number of pupils included in English Baccalaureate Language Value Added measure | 5 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | SUPP |
| English Baccalaureate Science Value Added measure | -0.56 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.94 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.18 |
| EBacc Humanities VA measure | NE |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | NE |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | NE |
| English Baccalaureate Languages Value Added measure | SUPP |
| English Baccalaureate Languages Value Added lower 95% confidence limit | SUPP |
| English Baccalaureate Languages Value Added upper 95% confidence limit | SUPP |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 29 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 12 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 26 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 10 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 20 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 10 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | NE |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | NE |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | SUPP |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | SUPP |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 0 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 0.00% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 57 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 86.40% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 58 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 87.90% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 60 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | NE |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | NE |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | SUPP |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | SUPP |
| Average Attainment 8 score per disadvantaged pupil | 21.1 |
| Number of disadvantaged pupils in Progress 8 measure | 18 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - disadvantaged pupils | -1.84 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.5 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.19 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -1.85 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.51 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.18 |
| Average Attainment 8 score per non-disadvantaged pupil | 25.5 |
| Number of non-disadvantaged pupils in Progress 8 measure | 45 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -1.2 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -1.61 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.78 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -1.2 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -1.62 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.77 |
| Average Attainment 8 score per disadvantaged pupil for English element | 5.3 |
| Progress 8 measure for English element - disadvantaged pupils | -1.73 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -2.47 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.98 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 5 |
| Progress 8 measure for maths element - disadvantaged pupils | -1.38 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -2.06 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.69 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.9 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.45 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -2.21 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.69 |
| Average Attainment 8 score per disadvantaged pupil for open element | 3.9 |
| Progress 8 measure for open element - disadvantaged pupils | -2.64 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -3.39 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.89 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 6.6 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.9 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -1.37 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.43 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 5.6 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.89 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -1.32 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.46 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 7.1 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -1.16 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -1.64 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.68 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 6.2 |
| Progress 8 measure for open element - non-disadvantaged pupils | -1.63 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -2.1 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -1.16 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 2.3 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.6 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 3.5 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.7 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -28.9 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -2 |
| Average Attainment 8 score per pupil with low prior attainment | 18.7 |
| Number of pupils with low prior attainment included in Progress 8 measure | 28 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.91 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.43 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.38 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.91 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.44 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.37 |
| Average Attainment 8 score per pupil with middle prior attainment | 28.3 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 35 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -1.76 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -2.23 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.29 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -1.76 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -2.24 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.29 |
| Average Attainment 8 score per pupil with high prior attainment | NE |
| Number of pupils with high prior attainment included in Progress 8 measure | NE |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | NE |
| Adjusted Progress 8 measure - pupils with high prior attainment | NE |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | NE |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | NE |
| Unadjusted Progress 8 measure - pupils with high prior attainment | NE |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | NE |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | NE |
| Average Attainment 8 score per pupil for whom English is an additional language | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | SUPP |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | SUPP |
| Number of pupils for whom English is an additional language included in Progress 8 measure | SUPP |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | SUPP |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
| Average Attainment 8 score per girl | 22.8 |
| Average Attainment 8 score per girl for English element | 6.6 |
| Average Attainment 8 score per girl for mathematics element | 4.3 |
| Average Attainment 8 score per girl for EBacc element | 5.8 |
| Average Attainment 8 score per girl for open element | 6.1 |
| Average Attainment 8 score per girl - GCSE only | 4.2 |
| Average Attainment 8 score per girl - non-GCSE only | 1.9 |
| Number of girls included in Progress 8 measure | 28 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | -1.22 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -1.74 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -0.69 |
| Unadjusted Progress 8 measure - girls | -1.22 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -1.75 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -0.68 |
| Average Attainment 8 score per boy | 25.4 |
| Average Attainment 8 score per boy for English element | 5.9 |
| Average Attainment 8 score per boy for mathematics element | 6.3 |
| Average Attainment 8 score per boy for EBacc element | 8 |
| Average Attainment 8 score per boy for open element | 5.2 |
| Average Attainment 8 score per boy - GCSE only | 2.4 |
| Average Attainment 8 score per boy - non-GCSE only | 2.8 |
| Number of boys included in Progress 8 measure | 35 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | -1.51 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -1.98 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -1.04 |
| Unadjusted Progress 8 measure - boys | -1.51 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -1.99 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -1.04 |
| Average Attainment 8 score per non-mobile pupil | 24.5 |
| Average Attainment 8 score per non-mobile pupil for English element | 6.2 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 5.5 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 7.2 |
| Average Attainment 8 score per non-mobile pupil for open element | 5.6 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 3.2 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.4 |
| Number of non-mobile pupils included in Progress 8 measure | 60 |
| Number of non-mobile pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-mobile pupils | -1.4 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.76 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.04 |
| Unadjusted Progress 8 measure - non-mobile pupils | -1.4 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.77 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.04 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 0 |
| EBacc entered % by low prior attainment | 0.00% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 0 |
| EBacc entered % by middle prior attainment | 0.00% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 0.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | NE |
| EBacc entered % by high prior attainment | NE |
| EBacc achieved % by high prior attainment - with 9-4 passes | NE |
| EBacc achieved % by high prior attainment - with 9-5 passes | NE |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.28 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.77 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | NE |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.73 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.5 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
| 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 | SUPP |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | NE |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.01 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.44 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.05 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.94 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.31 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.86 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.27 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.26 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | SUPP |
| 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 | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | NE |
| % of boys with entries in all English Baccalaureate subject areas | 0.00% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 0.00% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 0.00% |
| % of girls with entries in all English Baccalaureate subject areas | 0.00% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 0.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 0.00% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 0.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | SUPP |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | SUPP |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | SUPP |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 10.60% |
| % of pupils achieving any qualifications | 95.50% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 16.70% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 33.30% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 3 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 10.70% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 14 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 40.00% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | NE |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | NE |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 36.80% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 17.90% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 30.20% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 11.10% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 2.10% |
| 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 | 3.60% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 5.70% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | NE |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | NE |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 2.60% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 7.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 4.80% |
| % of pupils entering more than one language | 0.00% |
| % of pupils entering biology, chemistry and physics | 0.00% |
| Average number of KS4 entries per pupil | 5.7 |
| Average number of KS4 entries per pupil with low prior attainment | 5.5 |
| Average number of KS4 entries per pupil with middle prior attainment | 5.8 |
| Average number of KS4 entries per pupil with high prior attainment | NE |
| Average number of KS4 entries per disadvantaged pupil | 5.2 |
| Average number of KS4 entries per non-disadvantaged pupil | 5.8 |
| Average number of GCSE entries per pupil | 4.4 |
| Average number of GCSE entries per pupil with low prior attainment | 4.3 |
| Average number of GCSE entries per pupil with middle prior attainment | 4.5 |
| Average number of GCSE entries per pupil with high prior attainment | NE |
| Average number of GCSE entries per disadvantaged pupil | 4.2 |
| Average number of GCSE entries per non-disadvantaged pupil | 4.5 |
| Total volume of entries without discounting | 381 |
| 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 | SUPP |
| Number of pupils completing key stage 4 in 2020/21 | 31 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 28 |
| Apprenticeships (number of pupils) | 2 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 17 |
| Further education (number of pupils) | 14 |
| School sixth form (number of pupils) | 3 |
| Sixth form college (number of pupils) | 0 |
| Other education destination (number of pupils) | 0 |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| Activity not captured (number of pupils) | SUPP |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 91% |
| Apprenticeships (percentage) | 9% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 9% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 74% |
| Further education (percentage) | 61% |
| School sixth form (percentage) | 13% |
| Sixth form college (percentage) | 0% |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
| Activity not captured (percentage) | SUPP |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 8 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 7 |
| 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 | 23 |
| 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) | 21 |
| Number of pupils completing key stage 4 in 2019/20 | 26 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 77% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 11 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 55% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 15 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
| Number of pupils completing key stage 4 in 2018/19 | 43 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 84% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 17 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 76% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 26 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 88% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -26 |
| Upper confidence limit on the progression score for the total cohort | -10 |
| Lower confidence limit on the progression score for the total cohort | -41 |
| Cohort size | 27 |
| Progressed | 30% |
| Apprenticeships | 7% |
| Higher Education | 22% |
| Top third | 0% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 19 |
| Progressed for academic/applied general cohort | 32% |
| Progression score for academic/applied general cohort | -30 |
| 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 | -48 |
| Cohort size for TLEV cohort | 8 |
| Progressed for TLEV cohort | 25% |
| Score for TLEV cohort | -14 |
| Upper confidence limit on the progression score for the TLEV cohort | 20 |
| Lower confidence limit on the progression score for the TLEV cohort | -48 |
| 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) | 13 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 10 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 5 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 2 |
| Further education (level 3 and below) (All levels of study) (number of students) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 2 |
| 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) | 3 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 3 |
| Activity not captured in data (All levels of study) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 77% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 38% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 15% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 15% |
| 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) | 23% |
| Activity not captured in data (All levels of study) (percentage) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 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) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 11 |
| 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) | 9 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 4 |
| 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) | 2 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
| 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) | 3 |
| 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) | 2 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 82% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 36% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 18% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 18% |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 27% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 18% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 13 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 10 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 5 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 2 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 2 |
| 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) | 3 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 3 |
| Activity not captured in data (Level 3) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 77% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 38% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 15% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 15% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 23% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 23% |
| Activity not captured in data (Level 3) (percentage) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 2 |
| 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) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
| 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) | 0 |
| 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) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
| 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 11 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 9 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 4 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 3 |
| 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) | 2 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 82% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 36% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 18% |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 18% |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 27% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 18% |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| 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) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
| Other education destinations (L1, entry level and other) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
| Other education destinations (L1, entry level and other) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
| 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) | NA |
| 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) | NA |
| 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) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| 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) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| 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) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| 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) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -26 |
| Upper confidence limit on the progression score for the total cohort | -10 |
| Lower confidence limit on the progression score for the total cohort | -41 |
| Cohort size | 27 |
| Progressed | 30% |
| Apprenticeships | 7% |
| Higher Education | 22% |
| Top third | 0% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 19 |
| Progressed for academic/applied general cohort | 32% |
| Progression score for academic/applied general cohort | -30 |
| 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 | -48 |
| Cohort size for TLEV cohort | 8 |
| Progressed for TLEV cohort | 25% |
| Score for TLEV cohort | -14 |
| Upper confidence limit on the progression score for the TLEV cohort | 20 |
| Lower confidence limit on the progression score for the TLEV cohort | -48 |
| 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 |