Beauchamp College
Secondary Academy school in Leicester LE2 5TP
Secondary Academy school in Leicester LE2 5TP
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 2178 |
| Number of girls on roll | 1010 |
| Number of boys on roll | 1168 |
| Percentage of girls on roll | 46.4 |
| Percentage of boys on roll | 53.6 |
| Number of eligible pupils with an EHC plan | 31 |
| Percentage of eligible pupils with an EHC plan | 1.4 |
| Number of eligible pupils with SEN support | 113 |
| Percentage of eligible pupils with SEN support | 5.2 |
| No. pupils where English not first language | 160 |
| No. pupils with English first language | 2005 |
| No. pupils where first language is unclassified | 13 |
| % pupils where English not first language | 7.3 |
| % pupils with English first language | 92.1 |
| No. pupils eligible for free school meals | 184 |
| Number of pupils eligible for FSM at any time during the past 6 years | 167 |
| Total pupils for FSMEver | 1522 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 11 |
| School address (1) | Ridge Way |
|---|---|
| School address (2) | Oadby |
| School town | Leicester |
| School postcode | LE2 5TP |
| School telephone number | 01162729100 |
| School parliamentary constituency code | E14001266 |
| School parliamentary constituency name | Harborough, Oadby and Wigston |
| Religious denomination | Does not apply |
| Age range | 11-19 |
| 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 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 2178 |
| Total boys on roll (including part-time pupils) | 1168 |
| Total girls on roll (including part-time pupils) | 1010 |
| Number of pupils at the end of key stage 4 | 301 |
| Number of boys at the end of key stage 4 | 151 |
| % of pupils at the end of key stage 4 who are boys | 50.20% |
| Number of girls at the end of key stage 4 | 150 |
| % of pupils at the end key stage 4 who are girls | 49.80% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 107.6 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 30 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 10.40% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 140 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 48.40% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 119 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 41.20% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 33 |
| Percentage of key stage 2 disadvantaged pupils | 11.00% |
| Number of key stage 2 pupils who are not disadvantaged | 268 |
| Percentage of key stage 2 pupils who are not disadvantaged | 89.00% |
| Number of eligible pupils with English as additional language (EAL) | 28 |
| Percentage of eligible pupils with English as additional language (EAL) | 9.30% |
| Number of eligible pupils with English as first language | 272 |
| Percentage of eligible pupils with English as first language | 90.40% |
| Number of eligible pupils with unclassified language | 1 |
| Percentage of eligible pupils with unclassified language | 0.30% |
| Number of pupils at the end of key stage 4 who are non-mobile | 291 |
| % of pupils at the end of key stage 4 who are non-mobile | 96.70% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.30% |
| 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 | 21 |
| % 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 | 7.00% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 17 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 5.60% |
| Total sum of Attainment 8 scores | 17376.8 |
| Average Attainment 8 score per pupil | 57.7 |
| Total sum of Attainment 8 scores for English element | 3463 |
| Average Attainment 8 score per pupil for English element | 11.5 |
| Total sum of Attainment 8 scores for mathematics element | 3558 |
| Average Attainment 8 score per pupil for mathematics element | 11.8 |
| Total sum of Attainment 8 scores for EBacc element | 5133 |
| Average Attainment 8 score per pupil for EBacc element | 17.1 |
| Total sum of Attainment 8 scores for open element | 5222.8 |
| Average Attainment 8 score per pupil for open element | 17.4 |
| Total sum of Attainment 8 scores for open element - GCSE only | 4825.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 16 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 397.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 1.3 |
| 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 | 289 |
| Number of pupils who have had P8 score adjusted in average | 2 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 96% |
| Progress 8 measure after adjustment for extreme scores | 0.44 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.28 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.61 |
| Progress 8 measure based on unadjusted pupil scores | 0.44 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.28 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.61 |
| Progress 8 measure for English element | 0.15 |
| Lower 95% confidence interval for Progress 8 English element | -0.04 |
| Upper 95% confidence interval for Progress 8 English element | 0.34 |
| Progress 8 measure for mathematics element | 0.56 |
| Lower 95% confidence interval for Progress 8 maths element | 0.39 |
| Upper 95% confidence interval for Progress 8 maths element | 0.73 |
| Progress 8 measure for EBacc element | 0.41 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.22 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.6 |
| Progress 8 measure for open element | 0.59 |
| Lower 95% confidence interval for Progress 8 open element | 0.4 |
| Upper 95% confidence interval for Progress 8 open element | 0.77 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 82.70% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 71.10% |
| Total EBacc APS score per pupil | 1619.04 |
| Average EBacc APS score per pupil | 5.38 |
| Average EBacc APS score per disadvantaged pupil | 4.34 |
| Average EBacc APS score per non-disadvantaged pupil | 5.51 |
| Average EBacc APS score per pupil with low prior attainment | 2.82 |
| Average EBacc APS score per pupil with middle prior attainment | 4.77 |
| Average EBacc APS score per pupil with high prior attainment | 6.73 |
| Average EBacc APS score per pupil for whom English is an additional language | 5.71 |
| Average EBacc APS score per girl | 5.48 |
| Average EBacc APS score per boy | 5.28 |
| Average EBacc APS score per non-mobile pupil | 5.41 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 264 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 87.70% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 50.50% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 37.90% |
| Number of pupils entering the English Baccalaureate English subject area | 296 |
| % of pupils entering the English Baccalaureate English subject area | 98.30% |
| Number of pupils entering the English Baccalaureate Maths subject area | 298 |
| % of pupils entering the English Baccalaureate Maths subject area | 99.00% |
| Number of pupils entering the English Baccalaureate Science subject area | 296 |
| % of pupils entering the English Baccalaureate Science subject area | 98.30% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 287 |
| % of pupils entering the English Baccalaureate Humanities subject area | 95.30% |
| Number of pupils entering the English Baccalaureate Language subject area | 269 |
| % of pupils entering the English Baccalaureate Language subject area | 89.40% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 88.40% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 77.70% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 87.40% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 78.10% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 85.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 70.30% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 75.60% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 63.80% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 63.20% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 50.20% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 285 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 96% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 280 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 258 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 96% |
| English Baccalaureate Science Value Added measure | 0.4 |
| English Baccalaureate Science Value Added lower 95% confidence limit | 0.23 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.57 |
| EBacc Humanities VA measure | 0.22 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.01 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.43 |
| English Baccalaureate Languages Value Added measure | -0.59 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.82 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -0.35 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 266 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 234 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 263 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 235 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 254 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 208 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 217 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 183 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 170 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 135 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 256 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 85.00% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 295 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 98.00% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 297 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.70% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 295 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.70% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 287 |
| % 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 | 261 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 97.00% |
| Average Attainment 8 score per disadvantaged pupil | 46.9 |
| Number of disadvantaged pupils in Progress 8 measure | 33 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.05 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.54 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.43 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.05 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.54 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.44 |
| Average Attainment 8 score per non-disadvantaged pupil | 59.1 |
| Number of non-disadvantaged pupils in Progress 8 measure | 256 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.51 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.33 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.68 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.51 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.33 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.68 |
| Average Attainment 8 score per disadvantaged pupil for English element | 9.7 |
| Progress 8 measure for English element - disadvantaged pupils | -0.22 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.77 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.33 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.7 |
| Progress 8 measure for maths element - disadvantaged pupils | 0.14 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.36 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.65 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 13.8 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.01 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.56 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.55 |
| Average Attainment 8 score per disadvantaged pupil for open element | 13.7 |
| Progress 8 measure for open element - disadvantaged pupils | -0.12 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.67 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.43 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 11.7 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.2 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.4 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12.1 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.61 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.43 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.79 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 17.5 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.46 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.26 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.67 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 17.8 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.68 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.48 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.88 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 12.3 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.4 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 16.5 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.3 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -3.1 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.21 |
| Average Attainment 8 score per pupil with low prior attainment | 32.3 |
| Number of pupils with low prior attainment included in Progress 8 measure | 30 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.36 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.14 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.87 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.36 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.15 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.88 |
| Average Attainment 8 score per pupil with middle prior attainment | 51.7 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 140 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.45 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.21 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.68 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.45 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.21 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.68 |
| Average Attainment 8 score per pupil with high prior attainment | 71.2 |
| Number of pupils with high prior attainment included in Progress 8 measure | 119 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.46 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.2 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.71 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.46 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.2 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.72 |
| Average Attainment 8 score per pupil for whom English is an additional language | 60.6 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 18.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 18 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 17.8 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.1 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 21 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.58 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.03 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.18 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.56 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.06 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.17 |
| Average Attainment 8 score per girl | 58.7 |
| Average Attainment 8 score per girl for English element | 12 |
| Average Attainment 8 score per girl for mathematics element | 11.4 |
| Average Attainment 8 score per girl for EBacc element | 17 |
| Average Attainment 8 score per girl for open element | 18.3 |
| Average Attainment 8 score per girl - GCSE only | 16.6 |
| Average Attainment 8 score per girl - non-GCSE only | 1.7 |
| Number of girls included in Progress 8 measure | 146 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | 0.52 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.29 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.75 |
| Unadjusted Progress 8 measure - girls | 0.52 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.29 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.75 |
| Average Attainment 8 score per boy | 56.7 |
| Average Attainment 8 score per boy for English element | 11 |
| Average Attainment 8 score per boy for mathematics element | 12.2 |
| Average Attainment 8 score per boy for EBacc element | 17.1 |
| Average Attainment 8 score per boy for open element | 16.4 |
| Average Attainment 8 score per boy - GCSE only | 15.5 |
| Average Attainment 8 score per boy - non-GCSE only | 0.9 |
| Number of boys included in Progress 8 measure | 143 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | 0.36 |
| Adjusted Progress 8 lower 95% confidence interval - boys | 0.13 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.59 |
| Unadjusted Progress 8 measure - boys | 0.36 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | 0.12 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.6 |
| Average Attainment 8 score per non-mobile pupil | 58 |
| Average Attainment 8 score per non-mobile pupil for English element | 11.5 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 11.8 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 17.1 |
| Average Attainment 8 score per non-mobile pupil for open element | 17.5 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 16.2 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.4 |
| Number of non-mobile pupils included in Progress 8 measure | 283 |
| Number of non-mobile pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.47 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.3 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.63 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.47 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.3 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.64 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 18 |
| EBacc entered % by low prior attainment | 60.00% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 3.30% |
| 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 | 122 |
| EBacc entered % by middle prior attainment | 87.10% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 39.30% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 27.10% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 117 |
| EBacc entered % by high prior attainment | 98.30% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 76.50% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 61.30% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 75.80% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 89.20% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 33.30% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 24.20% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 52.60% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 39.60% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.18 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.54 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.29 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.16 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.43 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.12 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.24 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.21 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.06 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.25 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.03 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.4 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.7 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.82 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.56 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.67 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.36 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.61 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.25 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.7 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.34 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.79 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.3 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.55 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.03 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.59 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.71 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.47 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.03 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.78 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.54 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.54 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.06 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.53 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.11 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.06 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.59 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.31 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.81 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.12 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.93 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.06 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.75 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.35 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.06 |
| % of boys with entries in all English Baccalaureate subject areas | 80.80% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 39.10% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 26.50% |
| % of girls with entries in all English Baccalaureate subject areas | 94.70% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 62.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 49.30% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 90.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 52.20% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 39.20% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 82.10% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 57.10% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 42.90% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 79.40% |
| % of pupils achieving any qualifications | 99.30% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 63.60% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 85.10% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 6 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 20.00% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 115 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 82.10% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 118 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 99.20% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 82.80% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 82.70% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 85.70% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 83.20% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 45.50% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 74.30% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 6.70% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 87 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 62.10% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 117 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 98.30% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 70.20% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 72.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 67.90% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 71.80% |
| % of pupils entering more than one language | 4.30% |
| % of pupils entering biology, chemistry and physics | 48.20% |
| Average number of KS4 entries per pupil | 9.6 |
| Average number of KS4 entries per pupil with low prior attainment | 8.4 |
| Average number of KS4 entries per pupil with middle prior attainment | 9.2 |
| Average number of KS4 entries per pupil with high prior attainment | 10.6 |
| Average number of KS4 entries per disadvantaged pupil | 8.8 |
| Average number of KS4 entries per non-disadvantaged pupil | 9.7 |
| Average number of GCSE entries per pupil | 9.2 |
| Average number of GCSE entries per pupil with low prior attainment | 7.7 |
| Average number of GCSE entries per pupil with middle prior attainment | 8.8 |
| Average number of GCSE entries per pupil with high prior attainment | 10.2 |
| Average number of GCSE entries per disadvantaged pupil | 8.2 |
| Average number of GCSE entries per non-disadvantaged pupil | 9.3 |
| Total volume of entries without discounting | 2918 |
| 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 | 239 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 226 |
| Apprenticeships (number of pupils) | 4 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 5 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 204 |
| Further education (number of pupils) | 21 |
| School sixth form (number of pupils) | 161 |
| Sixth form college (number of pupils) | 22 |
| 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) | 5 |
| Activity not captured (number of pupils) | 4 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
| Apprenticeships (percentage) | 2% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 92% |
| Further education (percentage) | 9% |
| School sixth form (percentage) | 73% |
| Sixth form college (percentage) | 10% |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
| Activity not captured (percentage) | 2% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 17 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 13 |
| 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 | 222 |
| 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) | 213 |
| Number of pupils completing key stage 4 in 2019/20 | 299 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 35 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 83% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 264 |
| 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 | 380 |
| 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 | 46 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 334 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 7 |
| Upper confidence limit on the progression score for the total cohort | 11 |
| Lower confidence limit on the progression score for the total cohort | 2 |
| Cohort size | 405 |
| Progressed | 89% |
| Apprenticeships | 5% |
| Higher Education | 83% |
| Top third | 34% |
| Higher technical | 1% |
| Cohort size for academic/applied general cohort | 405 |
| Progressed for academic/applied general cohort | 89% |
| Progression score for academic/applied general cohort | 7 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 10 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 3 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | 74% |
| Apprenticeships for disadvantaged students | 6% |
| HE for disadvantaged students | 68% |
| Top third for disadvantaged students | 29% |
| Higher technical for disadvantaged students | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 440 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 388 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 18 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 293 |
| Further education (level 3 and below) (All levels of study) (number of students) | 6 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 287 |
| 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) | 77 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 26 |
| Activity not captured in data (All levels of study) (number of students) | 26 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 88% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 4% |
| 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) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 65% |
| 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) | 18% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 6% |
| Activity not captured in data (All levels of study) (percentage) | 6% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 40 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 31 |
| 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) | 18 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 7 |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 78% |
| 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) | 45% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 18% |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 400 |
| 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) | 357 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 275 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 19 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 24 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 89% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 69% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 5% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 6% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 430 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 385 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 18 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 293 |
| Further education (level 3 and below) (Level 3) (number of students) | 6 |
| Higher education (level 4 and above) (Level 3) (number of students) | 287 |
| 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) | 74 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 21 |
| Activity not captured in data (Level 3) (number of students) | 24 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 90% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 4% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 68% |
| Further education (level 3 and below) (Level 3) (percentage) | 1% |
| 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) | 5% |
| Activity not captured in data (Level 3) (percentage) | 6% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 33 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 18 |
| 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) | 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) | 1 |
| 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) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 55% |
| 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) | 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) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 397 |
| 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) | 18 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 275 |
| 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) | 0 |
| 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) | 23 |
| 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) | 5% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 69% |
| 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) | 0% |
| 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) | 6% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
| Other education destinations (Level 2) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Activity not captured in data (Level 2) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
| Other education destinations (Level 2) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Activity not captured in data (Level 2) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 9 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 3 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | 0 |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
| Other education destinations (L1, entry level and other) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 3 |
| 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) | 5 |
| Activity not captured in data (L1, entry level and other) (number of students) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 33% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | 0% |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
| Other education destinations (L1, entry level and other) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 33% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 56% |
| Activity not captured in data (L1, entry level and other) (percentage) | 11% |
| 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 | 7 |
| Upper confidence limit on the progression score for the total cohort | 11 |
| Lower confidence limit on the progression score for the total cohort | 2 |
| Cohort size | 405 |
| Progressed | 89% |
| Apprenticeships | 5% |
| Higher Education | 83% |
| Top third | 34% |
| Higher technical | 1% |
| Cohort size for academic/applied general cohort | 405 |
| Progressed for academic/applied general cohort | 89% |
| Progression score for academic/applied general cohort | 7 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 10 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 3 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | 74% |
| Apprenticeships for disadvantaged students | 6% |
| HE for disadvantaged students | 68% |
| Top third for disadvantaged students | 29% |
| Higher technical for disadvantaged students | 0% |