For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 598 |
Number of girls on roll | 297 |
Number of boys on roll | 301 |
Percentage of girls on roll | 49.7 |
Percentage of boys on roll | 50.3 |
Number of eligible pupils with an EHC plan | 24 |
Percentage of eligible pupils with an EHC plan | 4 |
Number of eligible pupils with SEN support | 104 |
Percentage of eligible pupils with SEN support | 17.4 |
No. pupils where English not first language | 71 |
No. pupils with English first language | 527 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 11.9 |
% pupils with English first language | 88.1 |
No. pupils eligible for free school meals | 108 |
Number of pupils eligible for FSM at any time during the past 6 years | 113 |
Total pupils for FSMEver | 543 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 20.8 |
School address (1) | Olantigh Road |
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School town | Wye |
School postcode | TN25 5EJ |
School telephone number | 01233811110 |
School parliamentary constituency code | E14001069 |
School parliamentary constituency name | Ashford |
Religious denomination | None |
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 | NON SEL IN HIGHLY SEL AREA |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 598 |
Total boys on roll (including part-time pupils) | 301 |
Total girls on roll (including part-time pupils) | 297 |
Number of pupils at the end of key stage 4 | 126 |
Number of boys at the end of key stage 4 | 58 |
% of pupils at the end of key stage 4 who are boys | 46.00% |
Number of girls at the end of key stage 4 | 68 |
% of pupils at the end key stage 4 who are girls | 54.00% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.7 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 24 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 21.80% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 76 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 69.10% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 10 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 9.10% |
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) | 19 |
Percentage of key stage 2 disadvantaged pupils | 15.10% |
Number of key stage 2 pupils who are not disadvantaged | 107 |
Percentage of key stage 2 pupils who are not disadvantaged | 84.90% |
Number of eligible pupils with English as additional language (EAL) | 18 |
Percentage of eligible pupils with English as additional language (EAL) | 14.30% |
Number of eligible pupils with English as first language | 108 |
Percentage of eligible pupils with English as first language | 85.70% |
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 | 117 |
% of pupils at the end of key stage 4 who are non-mobile | 92.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.40% |
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 | 20 |
% 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 | 15.90% |
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 | 13.50% |
Total sum of Attainment 8 scores | 6160 |
Average Attainment 8 score per pupil | 48.9 |
Total sum of Attainment 8 scores for English element | 1316 |
Average Attainment 8 score per pupil for English element | 10.4 |
Total sum of Attainment 8 scores for mathematics element | 1226 |
Average Attainment 8 score per pupil for mathematics element | 9.7 |
Total sum of Attainment 8 scores for EBacc element | 1896 |
Average Attainment 8 score per pupil for EBacc element | 15 |
Total sum of Attainment 8 scores for open element | 1722 |
Average Attainment 8 score per pupil for open element | 13.7 |
Total sum of Attainment 8 scores for open element - GCSE only | 1639 |
Average Attainment 8 score per pupil for open element - GCSE only | 13 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 83 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.7 |
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 | 110 |
Number of pupils who have had P8 score adjusted in average | 1 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 87% |
Progress 8 measure after adjustment for extreme scores | 0.35 |
Progress 8 lower 95% confidence interval for adjusted average | 0.09 |
Progress 8 upper 95% confidence interval for adjusted average | 0.62 |
Progress 8 measure based on unadjusted pupil scores | 0.35 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.08 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.62 |
Progress 8 measure for English element | 0.38 |
Lower 95% confidence interval for Progress 8 English element | 0.08 |
Upper 95% confidence interval for Progress 8 English element | 0.68 |
Progress 8 measure for mathematics element | 0.3 |
Lower 95% confidence interval for Progress 8 maths element | 0.02 |
Upper 95% confidence interval for Progress 8 maths element | 0.58 |
Progress 8 measure for EBacc element | 0.63 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.32 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.93 |
Progress 8 measure for open element | 0.09 |
Lower 95% confidence interval for Progress 8 open element | -0.21 |
Upper 95% confidence interval for Progress 8 open element | 0.39 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 73.80% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 48.40% |
Total EBacc APS score per pupil | 586.98 |
Average EBacc APS score per pupil | 4.66 |
Average EBacc APS score per disadvantaged pupil | 3.47 |
Average EBacc APS score per non-disadvantaged pupil | 4.87 |
Average EBacc APS score per pupil with low prior attainment | 3.42 |
Average EBacc APS score per pupil with middle prior attainment | 4.79 |
Average EBacc APS score per pupil with high prior attainment | 5.53 |
Average EBacc APS score per pupil for whom English is an additional language | 5.04 |
Average EBacc APS score per girl | 4.58 |
Average EBacc APS score per boy | 4.75 |
Average EBacc APS score per non-mobile pupil | 4.65 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 92 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 73.00% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 41.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 23.00% |
Number of pupils entering the English Baccalaureate English subject area | 125 |
% of pupils entering the English Baccalaureate English subject area | 99.20% |
Number of pupils entering the English Baccalaureate Maths subject area | 125 |
% of pupils entering the English Baccalaureate Maths subject area | 99.20% |
Number of pupils entering the English Baccalaureate Science subject area | 124 |
% of pupils entering the English Baccalaureate Science subject area | 98.40% |
Number of pupils entering the English Baccalaureate Humanities subject area | 123 |
% of pupils entering the English Baccalaureate Humanities subject area | 97.60% |
Number of pupils entering the English Baccalaureate Language subject area | 92 |
% of pupils entering the English Baccalaureate Language subject area | 73.00% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 86.50% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 65.10% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 78.60% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 61.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 75.80% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 58.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 72.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 58.50% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 62.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 41.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 108 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 87% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 107 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 87% |
Number of pupils included in English Baccalaureate Language Value Added measure | 84 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 91% |
English Baccalaureate Science Value Added measure | 0.59 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.31 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.86 |
EBacc Humanities VA measure | 0.59 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.25 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.92 |
English Baccalaureate Languages Value Added measure | -0.28 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.7 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.13 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 109 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 82 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 99 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 77 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 94 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 72 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 89 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 72 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 57 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 38 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 92 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 73.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 125 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 99.20% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 125 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.20% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 124 |
% 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 | 123 |
% 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 | 92 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 37.6 |
Number of disadvantaged pupils in Progress 8 measure | 14 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.49 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.24 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.25 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.49 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.25 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.26 |
Average Attainment 8 score per non-disadvantaged pupil | 50.9 |
Number of non-disadvantaged pupils in Progress 8 measure | 96 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.47 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.19 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.76 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.47 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.18 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.76 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.8 |
Progress 8 measure for English element - disadvantaged pupils | -0.05 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.9 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.79 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.64 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.42 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.13 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.9 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.42 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.28 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.44 |
Average Attainment 8 score per disadvantaged pupil for open element | 10.4 |
Progress 8 measure for open element - disadvantaged pupils | -0.76 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.61 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.09 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.7 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.44 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.12 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.76 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.1 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.44 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.14 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.73 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.8 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.78 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.45 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.11 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.2 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.21 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.11 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.54 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.7 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 13.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.6 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -12.4 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.65 |
Average Attainment 8 score per pupil with low prior attainment | 36.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 24 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.66 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.09 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.23 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.66 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.08 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.24 |
Average Attainment 8 score per pupil with middle prior attainment | 49.9 |
Number of pupils with middle prior attainment included in Progress 8 measure | 76 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.37 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.05 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.68 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.37 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.04 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.69 |
Average Attainment 8 score per pupil with high prior attainment | 58.3 |
Number of pupils with high prior attainment included in Progress 8 measure | 10 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.51 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.38 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.37 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.51 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.4 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.39 |
Average Attainment 8 score per pupil for whom English is an additional language | 51.8 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.3 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.7 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.5 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.5 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 9 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.24 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.69 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.16 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.24 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.71 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.18 |
Average Attainment 8 score per girl | 48.3 |
Average Attainment 8 score per girl for English element | 10.6 |
Average Attainment 8 score per girl for mathematics element | 9.3 |
Average Attainment 8 score per girl for EBacc element | 14.5 |
Average Attainment 8 score per girl for open element | 13.9 |
Average Attainment 8 score per girl - GCSE only | 12.9 |
Average Attainment 8 score per girl - non-GCSE only | 1 |
Number of girls included in Progress 8 measure | 57 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.29 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.08 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.65 |
Unadjusted Progress 8 measure - girls | 0.29 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.09 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.66 |
Average Attainment 8 score per boy | 49.6 |
Average Attainment 8 score per boy for English element | 10.3 |
Average Attainment 8 score per boy for mathematics element | 10.2 |
Average Attainment 8 score per boy for EBacc element | 15.7 |
Average Attainment 8 score per boy for open element | 13.4 |
Average Attainment 8 score per boy - GCSE only | 13.1 |
Average Attainment 8 score per boy - non-GCSE only | 0.2 |
Number of boys included in Progress 8 measure | 53 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | 0.42 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.04 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.8 |
Unadjusted Progress 8 measure - boys | 0.42 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.03 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.81 |
Average Attainment 8 score per non-mobile pupil | 48.6 |
Average Attainment 8 score per non-mobile pupil for English element | 10.5 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.6 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.9 |
Average Attainment 8 score per non-mobile pupil for open element | 13.6 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 13 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.7 |
Number of non-mobile pupils included in Progress 8 measure | 107 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.39 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.12 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.66 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.39 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.12 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.66 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 15 |
EBacc entered % by low prior attainment | 62.50% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 12.50% |
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 | 60 |
EBacc entered % by middle prior attainment | 78.90% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 48.70% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 25.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 9 |
EBacc entered % by high prior attainment | 90.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 60.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 50.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 47.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 77.60% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 21.10% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 21.10% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 44.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 23.40% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.75 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.59 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.12 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.16 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.69 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.76 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.66 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.44 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.2 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.7 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.39 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.1 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.36 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.63 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.25 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.63 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.95 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.98 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.39 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.34 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.17 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.92 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.26 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.07 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.83 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.76 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.17 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.06 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.34 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.47 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.05 |
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 | 0.25 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.72 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.6 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.82 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.08 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.18 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.69 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.6 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.38 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.4 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.59 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.08 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.64 |
% of boys with entries in all English Baccalaureate subject areas | 72.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 32.80% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 20.70% |
% of girls with entries in all English Baccalaureate subject areas | 73.50% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 48.50% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 25.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 76.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 42.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 24.80% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 72.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 38.90% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 27.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 66.70% |
% of pupils achieving any qualifications | 99.20% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 47.40% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 78.50% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 10 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 41.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 63 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 82.90% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 9 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 90.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 69.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 77.90% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 77.80% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 74.40% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 21.10% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 53.30% |
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 | 16.70% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 42 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 55.30% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 8 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 80.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 48.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 48.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 50.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 49.60% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 15.90% |
Average number of KS4 entries per pupil | 8.1 |
Average number of KS4 entries per pupil with low prior attainment | 7.9 |
Average number of KS4 entries per pupil with middle prior attainment | 8 |
Average number of KS4 entries per pupil with high prior attainment | 8.8 |
Average number of KS4 entries per disadvantaged pupil | 7.9 |
Average number of KS4 entries per non-disadvantaged pupil | 8.2 |
Average number of GCSE entries per pupil | 8 |
Average number of GCSE entries per pupil with low prior attainment | 7.8 |
Average number of GCSE entries per pupil with middle prior attainment | 7.9 |
Average number of GCSE entries per pupil with high prior attainment | 8.7 |
Average number of GCSE entries per disadvantaged pupil | 7.7 |
Average number of GCSE entries per non-disadvantaged pupil | 8 |
Total volume of entries without discounting | 1029 |
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 | 93 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 88 |
Apprenticeships (number of pupils) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 3 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | SUPP |
Further education (number of pupils) | 26 |
School sixth form (number of pupils) | 42 |
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) | 2 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 4% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | SUPP |
Further education (percentage) | 34% |
School sixth form (percentage) | 55% |
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) | 3% |
Activity not captured (percentage) | 0% |
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) | 14 |
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 | 76 |
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) | 74 |
Number of pupils completing key stage 4 in 2019/20 | 90 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 25 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 65 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils completing key stage 4 in 2018/19 | 94 |
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 | 15 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 100% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 79 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 12 |
Upper confidence limit on the progression score for the total cohort | 24 |
Lower confidence limit on the progression score for the total cohort | 0 |
Cohort size | 42 |
Progressed | 83% |
Apprenticeships | 2% |
Higher Education | 81% |
Top third | 14% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 42 |
Progressed for academic/applied general cohort | 83% |
Progression score for academic/applied general cohort | 12 |
Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
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) | 25 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 24 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 13 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 12 |
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) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 1 |
Activity not captured in data (All levels of study) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 96% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 52% |
Further education (level 3 and below) (All levels of study) (percentage) | 4% |
Higher education (level 4 and above) (All levels of study) (percentage) | 48% |
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) | 44% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 1 |
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) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 24 |
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) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 11 |
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) | 11 |
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) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 46% |
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) | 46% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 25 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 24 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 13 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 12 |
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) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 1 |
Activity not captured in data (Level 3) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 96% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 52% |
Further education (level 3 and below) (Level 3) (percentage) | 4% |
Higher education (level 4 and above) (Level 3) (percentage) | 48% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 44% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 1 |
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) | 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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 24 |
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) | 0 |
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) | 11 |
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) | 11 |
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) | 0 |
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) | 0% |
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) | 46% |
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) | 46% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 12 |
Upper confidence limit on the progression score for the total cohort | 24 |
Lower confidence limit on the progression score for the total cohort | 0 |
Cohort size | 42 |
Progressed | 83% |
Apprenticeships | 2% |
Higher Education | 81% |
Top third | 14% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 42 |
Progressed for academic/applied general cohort | 83% |
Progression score for academic/applied general cohort | 12 |
Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
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 |