For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 943 |
Number of girls on roll | 0 |
Number of boys on roll | 943 |
Percentage of girls on roll | 0 |
Percentage of boys on roll | 100 |
Number of eligible pupils with an EHC plan | 4 |
Percentage of eligible pupils with an EHC plan | 0.4 |
Number of eligible pupils with SEN support | 101 |
Percentage of eligible pupils with SEN support | 10.7 |
No. pupils where English not first language | 219 |
No. pupils with English first language | 722 |
No. pupils where first language is unclassified | 2 |
% pupils where English not first language | 23.2 |
% pupils with English first language | 76.6 |
No. pupils eligible for free school meals | 158 |
Number of pupils eligible for FSM at any time during the past 6 years | 144 |
Total pupils for FSMEver | 807 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 17.8 |
School address (1) | Willowbank Road |
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School address (2) | Ashbrooke |
School town | Sunderland |
School postcode | SR2 7HJ |
School telephone number | 01915200333 |
School parliamentary constituency code | E14001531 |
School parliamentary constituency name | Sunderland Central |
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 | BOYS |
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) | 943 |
Total boys on roll (including part-time pupils) | 943 |
Total girls on roll (including part-time pupils) | NA |
Number of pupils at the end of key stage 4 | 153 |
Number of boys at the end of key stage 4 | 153 |
% of pupils at the end of key stage 4 who are boys | 100.00% |
Number of girls at the end of key stage 4 | NA |
% of pupils at the end key stage 4 who are girls | 0.00% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.8 |
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 | 21.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 70 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.80% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 32 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 24.60% |
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) | 29 |
Percentage of key stage 2 disadvantaged pupils | 19.00% |
Number of key stage 2 pupils who are not disadvantaged | 124 |
Percentage of key stage 2 pupils who are not disadvantaged | 81.00% |
Number of eligible pupils with English as additional language (EAL) | 25 |
Percentage of eligible pupils with English as additional language (EAL) | 16.30% |
Number of eligible pupils with English as first language | 128 |
Percentage of eligible pupils with English as first language | 83.70% |
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 | 143 |
% of pupils at the end of key stage 4 who are non-mobile | 93.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 19 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 12.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 19 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 12.40% |
Total sum of Attainment 8 scores | 7876.5 |
Average Attainment 8 score per pupil | 51.5 |
Total sum of Attainment 8 scores for English element | 1699 |
Average Attainment 8 score per pupil for English element | 11.1 |
Total sum of Attainment 8 scores for mathematics element | 1504 |
Average Attainment 8 score per pupil for mathematics element | 9.8 |
Total sum of Attainment 8 scores for EBacc element | 2327 |
Average Attainment 8 score per pupil for EBacc element | 15.2 |
Total sum of Attainment 8 scores for open element | 2346.5 |
Average Attainment 8 score per pupil for open element | 15.3 |
Total sum of Attainment 8 scores for open element - GCSE only | 1841.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 12 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 505 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 3.3 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 130 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 85% |
Progress 8 measure after adjustment for extreme scores | 0.37 |
Progress 8 lower 95% confidence interval for adjusted average | 0.13 |
Progress 8 upper 95% confidence interval for adjusted average | 0.62 |
Progress 8 measure based on unadjusted pupil scores | 0.37 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.13 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.62 |
Progress 8 measure for English element | 0.46 |
Lower 95% confidence interval for Progress 8 English element | 0.19 |
Upper 95% confidence interval for Progress 8 English element | 0.74 |
Progress 8 measure for mathematics element | 0.18 |
Lower 95% confidence interval for Progress 8 maths element | -0.07 |
Upper 95% confidence interval for Progress 8 maths element | 0.44 |
Progress 8 measure for EBacc element | 0.4 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.12 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.68 |
Progress 8 measure for open element | 0.42 |
Lower 95% confidence interval for Progress 8 open element | 0.14 |
Upper 95% confidence interval for Progress 8 open element | 0.7 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 70.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 54.90% |
Total EBacc APS score per pupil | 732.83 |
Average EBacc APS score per pupil | 4.79 |
Average EBacc APS score per disadvantaged pupil | 3.82 |
Average EBacc APS score per non-disadvantaged pupil | 5.02 |
Average EBacc APS score per pupil with low prior attainment | 2.7 |
Average EBacc APS score per pupil with middle prior attainment | 4.72 |
Average EBacc APS score per pupil with high prior attainment | 6.66 |
Average EBacc APS score per pupil for whom English is an additional language | 5.65 |
Average EBacc APS score per girl | NE |
Average EBacc APS score per boy | 4.79 |
Average EBacc APS score per non-mobile pupil | 4.85 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 117 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 76.50% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 46.40% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 29.40% |
Number of pupils entering the English Baccalaureate English subject area | 148 |
% of pupils entering the English Baccalaureate English subject area | 96.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 152 |
% of pupils entering the English Baccalaureate Maths subject area | 99.30% |
Number of pupils entering the English Baccalaureate Science subject area | 148 |
% of pupils entering the English Baccalaureate Science subject area | 96.70% |
Number of pupils entering the English Baccalaureate Humanities subject area | 146 |
% of pupils entering the English Baccalaureate Humanities subject area | 95.40% |
Number of pupils entering the English Baccalaureate Language subject area | 117 |
% of pupils entering the English Baccalaureate Language subject area | 76.50% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 82.40% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 73.20% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 77.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 56.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 75.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 54.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 79.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 61.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 65.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 47.90% |
Number of pupils included in English Baccalaureate Science Value Added measure | 125 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 84% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 123 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 84% |
Number of pupils included in English Baccalaureate Language Value Added measure | 102 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 87% |
English Baccalaureate Science Value Added measure | 0.24 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.01 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.5 |
EBacc Humanities VA measure | 0.69 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.38 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.01 |
English Baccalaureate Languages Value Added measure | -0.23 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.61 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.15 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 126 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 112 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 118 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 87 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 112 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 81 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 116 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 90 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 76 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 56 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 117 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 76.50% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 148 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.70% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 149 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.40% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 148 |
% 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 | 146 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 117 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 40.9 |
Number of disadvantaged pupils in Progress 8 measure | 28 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.22 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.75 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.3 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.22 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.76 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.31 |
Average Attainment 8 score per non-disadvantaged pupil | 54 |
Number of non-disadvantaged pupils in Progress 8 measure | 102 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.54 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.26 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.81 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.54 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.26 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.82 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.7 |
Progress 8 measure for English element - disadvantaged pupils | -0.35 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.95 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.25 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.8 |
Progress 8 measure for maths element - disadvantaged pupils | -0.35 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.9 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.2 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 12.5 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.01 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.61 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.6 |
Average Attainment 8 score per disadvantaged pupil for open element | 12 |
Progress 8 measure for open element - disadvantaged pupils | -0.28 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.87 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.32 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.7 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.69 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.37 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.3 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.33 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.04 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.62 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.8 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.51 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.19 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.83 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 16.1 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.61 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.3 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.93 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.3 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.5 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -9.1 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.38 |
Average Attainment 8 score per pupil with low prior attainment | 30.8 |
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 | 0.3 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.22 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.83 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.3 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.23 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.84 |
Average Attainment 8 score per pupil with middle prior attainment | 50.5 |
Number of pupils with middle prior attainment included in Progress 8 measure | 70 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.32 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.01 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.65 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.32 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.02 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.66 |
Average Attainment 8 score per pupil with high prior attainment | 70.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 32 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.56 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.07 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.05 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.56 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.06 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.06 |
Average Attainment 8 score per pupil for whom English is an additional language | 59.2 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.3 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.1 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 17.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 17.9 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 14.4 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 3.5 |
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 | 1 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.35 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.66 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.34 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.67 |
Average Attainment 8 score per girl | NE |
Average Attainment 8 score per girl for English element | NE |
Average Attainment 8 score per girl for mathematics element | NE |
Average Attainment 8 score per girl for EBacc element | NE |
Average Attainment 8 score per girl for open element | NE |
Average Attainment 8 score per girl - GCSE only | NE |
Average Attainment 8 score per girl - non-GCSE only | NE |
Number of girls included in Progress 8 measure | NE |
Number of girls in progress measure with adjusted scores | NE |
Adjusted Progress 8 measure - girls | NE |
Adjusted Progress 8 lower 95% confidence interval - girls | NE |
Adjusted Progress 8 upper 95% confidence interval - girls | NE |
Unadjusted Progress 8 measure - girls | NE |
Unadjusted Progress 8 lower 95% confidence interval - girls | NE |
Unadjusted Progress 8 upper 95% confidence interval - girls | NE |
Average Attainment 8 score per boy | 51.5 |
Average Attainment 8 score per boy for English element | 11.1 |
Average Attainment 8 score per boy for mathematics element | 9.8 |
Average Attainment 8 score per boy for EBacc element | 15.2 |
Average Attainment 8 score per boy for open element | 15.3 |
Average Attainment 8 score per boy - GCSE only | 12 |
Average Attainment 8 score per boy - non-GCSE only | 3.3 |
Number of boys included in Progress 8 measure | 130 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.37 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.13 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.62 |
Unadjusted Progress 8 measure - boys | 0.37 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.13 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.62 |
Average Attainment 8 score per non-mobile pupil | 51.9 |
Average Attainment 8 score per non-mobile pupil for English element | 11.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.9 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 15.3 |
Average Attainment 8 score per non-mobile pupil for open element | 15.5 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 12.1 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.3 |
Number of non-mobile pupils included in Progress 8 measure | 129 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.38 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.13 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.62 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.38 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.13 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.63 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 13 |
EBacc entered % by low prior attainment | 46.40% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 10.70% |
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 | 61 |
EBacc entered % by middle prior attainment | 87.10% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 47.10% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 24.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 28 |
EBacc entered % by high prior attainment | 87.50% |
EBacc achieved % by high prior attainment - with 9-4 passes | 84.40% |
EBacc achieved % by high prior attainment - with 9-5 passes | 71.90% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 62.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 79.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 31.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 17.20% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 50.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 32.30% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.3 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.25 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.16 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.24 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.24 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.65 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.64 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.84 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.23 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.8 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.19 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.32 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.04 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.5 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.17 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.81 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.33 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.53 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.05 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.88 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.27 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.6 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.09 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.67 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.34 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.94 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.48 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.15 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.45 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.38 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.07 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.06 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.22 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.45 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.22 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.44 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.43 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.24 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.59 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.87 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.26 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.17 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.81 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.68 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.77 |
% of boys with entries in all English Baccalaureate subject areas | 76.50% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 46.40% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 29.40% |
% of girls with entries in all English Baccalaureate subject areas | NE |
% of KS4 girls achieving the Ebacc - with 9-4 passes | NE |
% of KS4 girls achieving the Ebacc - with 9-5 passes | NE |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 79.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 48.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 30.10% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 92.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 64.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 44.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 69.30% |
% of pupils achieving any qualifications | 98.70% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 48.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 75.80% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 25.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 54 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 77.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 32 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 70.60% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | NE |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 84.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 72.00% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 34.50% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 59.70% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 4 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 14.30% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 36 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 51.40% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 30 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 93.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 54.90% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | NE |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 64.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 55.20% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 19.00% |
Average number of KS4 entries per pupil | 8.9 |
Average number of KS4 entries per pupil with low prior attainment | 7.8 |
Average number of KS4 entries per pupil with middle prior attainment | 8.9 |
Average number of KS4 entries per pupil with high prior attainment | 10.1 |
Average number of KS4 entries per disadvantaged pupil | 8 |
Average number of KS4 entries per non-disadvantaged pupil | 9.1 |
Average number of GCSE entries per pupil | 8 |
Average number of GCSE entries per pupil with low prior attainment | 6.5 |
Average number of GCSE entries per pupil with middle prior attainment | 8 |
Average number of GCSE entries per pupil with high prior attainment | 9.2 |
Average number of GCSE entries per disadvantaged pupil | 7 |
Average number of GCSE entries per non-disadvantaged pupil | 8.2 |
Total volume of entries without discounting | 1365 |
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 | Above average |
Number of pupils completing key stage 4 in 2020/21 | 138 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 136 |
Apprenticeships (number of pupils) | 9 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 104 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 65 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Apprenticeships (percentage) | 8% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 87% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 54% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | SUPP |
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 | 18 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
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 | 120 |
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) | SUPP |
Number of pupils completing key stage 4 in 2019/20 | 144 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 29 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 115 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of pupils completing key stage 4 in 2018/19 | 169 |
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 | 29 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 140 |
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 | 1 |
Upper confidence limit on the progression score for the total cohort | 11 |
Lower confidence limit on the progression score for the total cohort | -9 |
Cohort size | 60 |
Progressed | 82% |
Apprenticeships | 2% |
Higher Education | 80% |
Top third | 27% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 60 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 1 |
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 | -9 |
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) | 84 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 79 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 9 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 56 |
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) | 56 |
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) | 14 |
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) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 94% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 11% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 67% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 67% |
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) | 17% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 4% |
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) | 8 |
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) | 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) | 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) | SUPP |
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) | 13% |
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) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 76 |
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 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 8 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 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) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 11% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 83 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 78 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 8 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 56 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 56 |
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) | 14 |
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) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 94% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 10% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 67% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 67% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 17% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 4% |
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) | 1 |
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 | 1 |
Upper confidence limit on the progression score for the total cohort | 11 |
Lower confidence limit on the progression score for the total cohort | -9 |
Cohort size | 60 |
Progressed | 82% |
Apprenticeships | 2% |
Higher Education | 80% |
Top third | 27% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 60 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 1 |
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 | -9 |
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 |