Harris Academy Chobham
All-through Academy school in London E20 1BD
All-through Academy school in London E20 1BD
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 2056 |
| Number of girls on roll | 979 |
| Number of boys on roll | 1077 |
| Percentage of girls on roll | 47.6 |
| Percentage of boys on roll | 52.4 |
| Number of eligible pupils with an EHC plan | 59 |
| Percentage of eligible pupils with an EHC plan | 2.9 |
| Number of eligible pupils with SEN support | 212 |
| Percentage of eligible pupils with SEN support | 10.3 |
| No. pupils where English not first language | 1277 |
| No. pupils with English first language | 779 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 62.1 |
| % pupils with English first language | 37.9 |
| No. pupils eligible for free school meals | 717 |
| Number of pupils eligible for FSM at any time during the past 6 years | 711 |
| Total pupils for FSMEver | 1671 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 42.5 |
| Alphabetic index | 11268 |
|---|---|
| School address (1) | 40 Cheering Lane |
| School town | London |
| School postcode | E20 1BD |
| School telephone number | 2037476060 |
| School parliamentary constituency code | E14001525 |
| School parliamentary constituency name | Stratford and Bow |
| Converter academy: URN | 0 |
| Religious denomination | Does not apply |
| Age range | 3-18 |
| School published in secondary school (key stage 4) performance tables | 0 |
| School published in school and college (key stage 5) performance tables | 0 |
| Total number of pupils (including part-time pupils) | 2056 |
| Number of pupils aged 11 | 91 |
| Published eligible pupil number | 89 |
| Eligible boys on school roll at time of tests | 46 |
| Eligible girls on school roll at time of tests | 43 |
| Percentage of eligible boys on school roll at time of tests | 52% |
| Percentage of eligible girls on school roll at time of tests | 48% |
| 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) | 39 |
| Percentage of key stage 2 disadvantaged pupils | 44% |
| Number of key stage 2 pupils who are not disadvantaged | 50 |
| Percentage of key stage 2 pupils who are not disadvantaged | 56% |
| Number of eligible pupils with English as additional language (EAL) | 55 |
| Percentage of eligible pupils with English as additional language (EAL) | 62% |
| Number of eligible pupils classified as non-mobile | 86 |
| Percentage of eligible pupils classified as non-mobile | 97% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 89% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 9% |
| Percentage of pupils reaching the expected standard in reading | 91% |
| Percentage of pupils achieving a high score in reading | 37% |
| Percentage of pupils absent from or not able to access the test in reading | 0% |
| Average scaled score in reading | 108 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 93% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 49% |
| Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 0% |
| Average scaled score in grammar, punctuation and spelling | 109 |
| Percentage of pupils reaching the expected standard in maths | 94% |
| Percentage of pupils achieving a high score in maths | 34% |
| Percentage of pupils absent from or not able to access the test in maths | 0% |
| Average scaled score in maths | 107 |
| Percentage of pupils reaching the expected standard in writing | 96% |
| Percentage of pupils working at greater depth within the expected standard in writing | 16% |
| Percentage of pupils working towards the expected standard in writing | 3% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 90% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 89% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 88% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 79% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 96% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | 12 |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 89% |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 88% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 11% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 7% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 5% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 12% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -5 |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 9% |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 9% |
| Average scaled score in reading for boys | 108 |
| Average scaled score in reading for girls | 109 |
| Average scaled score in reading for disadvantaged pupils | 106 |
| Average scaled score in reading for non-disadvantaged pupils | 110 |
| Average scaled score in reading for EAL pupils | 108 |
| Average scaled score in reading for MOBN pupils | 108 |
| Average scaled score in maths for boys | 109 |
| Average scaled score in maths for girls | 106 |
| Average scaled score in maths for disadvantaged pupils | 105 |
| Average scaled score in maths for non-disadvantaged pupils | 109 |
| Average scaled score in maths for EAL pupils | 107 |
| Average scaled score in maths for MOBN pupils | 107 |
| Average scaled score in GPS for boys | 110 |
| Average scaled score in GPS for girls | 108 |
| Average scaled score in GPS for disadvantaged pupils | 107 |
| Average scaled score in GPS for non-disadvantaged pupils | 111 |
| Average scaled score in GPS for EAL pupils | 109 |
| Average scaled score in GPS for MOBN pupils | 109 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | 82% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | 98% |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 90% |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 96% |
| Percentage of disadvantaged pupils reaching the expected standard in maths | 92% |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | 96% |
| Percentage of disadvantaged pupils reaching the expected standard in writing | 92% |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | 98% |
| Percentage of disadvantaged pupils achieving a high score in reading | 31% |
| Percentage of non-disadvantaged pupils achieving a high score in reading | 42% |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 33% |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 62% |
| Percentage of disadvantaged pupils achieving a high score in maths | 21% |
| Percentage of non-disadvantaged pupils achieving a high score in maths | 44% |
| Percentage of disadvantaged pupils working at greater depth in writing | 10% |
| Percentage of non-disadvantaged pupils working at greater depth in writing | 20% |
| Number of eligible pupils with English as first language | 34 |
| Percentage of eligible pupils with English as first language | 38% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0% |
| Number of eligible pupils with EHC plan | 3 |
| Percentage of eligible pupils with EHC plan | 3% |
| Number of eligible pupils with SEN support | 8 |
| Percentage of eligible pupils with SEN support | 9% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 11 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 12% |
| Number of eligible pupils 2023 | 90 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 46% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 54% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 71% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 22% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 61% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 15% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 80% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 29% |
| Reading progress measure - one year prior | -0.8 |
| Reading progress measure - lower confidence limit - one year prior | -2.1 |
| Reading progress measure - upper confidence limit - one year prior | 0.6 |
| Writing progress measure - one year prior | 3 |
| Writing progress measure - lower confidence limit - one year prior | 1.7 |
| Writing progress measure - upper confidence limit - one year prior | 4.2 |
| Maths progress measure - one year prior | 0.7 |
| Maths progress measure - lower confidence limit - one year prior | -0.6 |
| Maths progress measure - upper confidence limit - one year prior | 1.9 |
| Average scaled score in reading - one year prior | 107 |
| Average scaled score in maths - one year prior | 107 |
| School address (1) | 40 Cheering Lane |
|---|---|
| School town | London |
| School postcode | E20 1BD |
| School telephone number | 02037476060 |
| School parliamentary constituency code | E14001525 |
| School parliamentary constituency name | Stratford and Bow |
| Religious denomination | Does not apply |
| Age range | 3-18 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 2056 |
| Total boys on roll (including part-time pupils) | 1077 |
| Total girls on roll (including part-time pupils) | 979 |
| Number of pupils at the end of key stage 4 | 209 |
| Number of boys at the end of key stage 4 | 111 |
| % of pupils at the end of key stage 4 who are boys | 53.10% |
| Number of girls at the end of key stage 4 | 98 |
| % of pupils at the end key stage 4 who are girls | 46.90% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.8 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 28 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 13.90% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 121 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 60.20% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 52 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 25.90% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 89 |
| Percentage of key stage 2 disadvantaged pupils | 42.60% |
| Number of key stage 2 pupils who are not disadvantaged | 120 |
| Percentage of key stage 2 pupils who are not disadvantaged | 57.40% |
| Number of eligible pupils with English as additional language (EAL) | 146 |
| Percentage of eligible pupils with English as additional language (EAL) | 69.90% |
| Number of eligible pupils with English as first language | 63 |
| Percentage of eligible pupils with English as first language | 30.10% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0.00% |
| Number of pupils at the end of key stage 4 who are non-mobile | 204 |
| % of pupils at the end of key stage 4 who are non-mobile | 97.60% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 7 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.30% |
| 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 | 49 |
| % 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 | 23.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 42 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 20.10% |
| Total sum of Attainment 8 scores | 10567 |
| Average Attainment 8 score per pupil | 50.6 |
| Total sum of Attainment 8 scores for English element | 2219 |
| Average Attainment 8 score per pupil for English element | 10.6 |
| Total sum of Attainment 8 scores for mathematics element | 2090 |
| Average Attainment 8 score per pupil for mathematics element | 10 |
| Total sum of Attainment 8 scores for EBacc element | 3157.5 |
| Average Attainment 8 score per pupil for EBacc element | 15.1 |
| Total sum of Attainment 8 scores for open element | 3100.5 |
| Average Attainment 8 score per pupil for open element | 14.8 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2957 |
| Average Attainment 8 score per pupil for open element - GCSE only | 14.1 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 143.5 |
| 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 | 201 |
| Number of pupils who have had P8 score adjusted in average | 0 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 96% |
| Progress 8 measure after adjustment for extreme scores | 0.16 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.03 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.36 |
| Progress 8 measure based on unadjusted pupil scores | 0.16 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.04 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.36 |
| Progress 8 measure for English element | 0.11 |
| Lower 95% confidence interval for Progress 8 English element | -0.12 |
| Upper 95% confidence interval for Progress 8 English element | 0.33 |
| Progress 8 measure for mathematics element | 0.11 |
| Lower 95% confidence interval for Progress 8 maths element | -0.09 |
| Upper 95% confidence interval for Progress 8 maths element | 0.32 |
| Progress 8 measure for EBacc element | 0.25 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.02 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.47 |
| Progress 8 measure for open element | 0.15 |
| Lower 95% confidence interval for Progress 8 open element | -0.07 |
| Upper 95% confidence interval for Progress 8 open element | 0.38 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 69.40% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 52.20% |
| Total EBacc APS score per pupil | 995.24 |
| Average EBacc APS score per pupil | 4.76 |
| Average EBacc APS score per disadvantaged pupil | 4.25 |
| Average EBacc APS score per non-disadvantaged pupil | 5.14 |
| Average EBacc APS score per pupil with low prior attainment | 2.23 |
| Average EBacc APS score per pupil with middle prior attainment | 4.74 |
| Average EBacc APS score per pupil with high prior attainment | 6.42 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.84 |
| Average EBacc APS score per girl | 5.04 |
| Average EBacc APS score per boy | 4.52 |
| Average EBacc APS score per non-mobile pupil | 4.79 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 167 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 79.90% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 41.10% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 29.70% |
| Number of pupils entering the English Baccalaureate English subject area | 208 |
| % of pupils entering the English Baccalaureate English subject area | 99.50% |
| Number of pupils entering the English Baccalaureate Maths subject area | 209 |
| % of pupils entering the English Baccalaureate Maths subject area | 100.00% |
| Number of pupils entering the English Baccalaureate Science subject area | 208 |
| % of pupils entering the English Baccalaureate Science subject area | 99.50% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 201 |
| % of pupils entering the English Baccalaureate Humanities subject area | 96.20% |
| Number of pupils entering the English Baccalaureate Language subject area | 169 |
| % of pupils entering the English Baccalaureate Language subject area | 80.90% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 79.90% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 68.90% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 74.60% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 59.30% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 69.70% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 55.80% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 64.20% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 53.70% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 62.70% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 49.70% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 200 |
| 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 | 195 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 165 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 98% |
| English Baccalaureate Science Value Added measure | 0.12 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.08 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.32 |
| EBacc Humanities VA measure | -0.01 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.26 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.24 |
| English Baccalaureate Languages Value Added measure | -0.11 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.41 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.19 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 167 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 144 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 156 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 124 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 145 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 116 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 129 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 108 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 106 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 84 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 167 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 79.90% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 208 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 99.50% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 205 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.10% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 207 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.50% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 197 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.00% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 169 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 45.8 |
| Number of disadvantaged pupils in Progress 8 measure | 84 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | 0.12 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.18 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.42 |
| Unadjusted Progress 8 measure - disadvantaged pupils | 0.12 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.19 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.43 |
| Average Attainment 8 score per non-disadvantaged pupil | 54.1 |
| Number of non-disadvantaged pupils in Progress 8 measure | 117 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.2 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.06 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.45 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.2 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.07 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.46 |
| Average Attainment 8 score per disadvantaged pupil for English element | 10.1 |
| Progress 8 measure for English element - disadvantaged pupils | 0.28 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.07 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.62 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.8 |
| Progress 8 measure for maths element - disadvantaged pupils | 0.01 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.31 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.33 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 13.4 |
| Progress 8 measure for EBacc element - disadvantaged pupils | 0.11 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.24 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.46 |
| Average Attainment 8 score per disadvantaged pupil for open element | 13.5 |
| Progress 8 measure for open element - disadvantaged pupils | 0.1 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.24 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.45 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 11 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.02 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.31 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.28 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.9 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.19 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.08 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.46 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.4 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.35 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.05 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.64 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 15.8 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.19 |
| 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 | 0.48 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 12.6 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 15.3 |
| 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 | -4.2 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.04 |
| Average Attainment 8 score per pupil with low prior attainment | 26.1 |
| Number of pupils with low prior attainment included in Progress 8 measure | 28 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.16 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.68 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.37 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.16 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.69 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.38 |
| Average Attainment 8 score per pupil with middle prior attainment | 50.6 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 121 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.26 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.01 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.51 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.26 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.01 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.52 |
| Average Attainment 8 score per pupil with high prior attainment | 66.1 |
| Number of pupils with high prior attainment included in Progress 8 measure | 52 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.11 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.27 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.5 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.11 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.28 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.5 |
| Average Attainment 8 score per pupil for whom English is an additional language | 50.8 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.8 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 14.1 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.7 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 139 |
| 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 | 0.22 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.01 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.46 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.22 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.02 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.46 |
| Average Attainment 8 score per girl | 53.3 |
| Average Attainment 8 score per girl for English element | 11.4 |
| Average Attainment 8 score per girl for mathematics element | 9.9 |
| Average Attainment 8 score per girl for EBacc element | 15.9 |
| Average Attainment 8 score per girl for open element | 16.1 |
| Average Attainment 8 score per girl - GCSE only | 15.5 |
| Average Attainment 8 score per girl - non-GCSE only | 0.7 |
| Number of girls included in Progress 8 measure | 94 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 0.39 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.1 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.68 |
| Unadjusted Progress 8 measure - girls | 0.39 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.1 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.68 |
| Average Attainment 8 score per boy | 48.1 |
| Average Attainment 8 score per boy for English element | 9.9 |
| Average Attainment 8 score per boy for mathematics element | 10.1 |
| Average Attainment 8 score per boy for EBacc element | 14.4 |
| Average Attainment 8 score per boy for open element | 13.7 |
| Average Attainment 8 score per boy - GCSE only | 13 |
| Average Attainment 8 score per boy - non-GCSE only | 0.7 |
| Number of boys included in Progress 8 measure | 107 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | -0.03 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.3 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.23 |
| Unadjusted Progress 8 measure - boys | -0.03 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.31 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.24 |
| Average Attainment 8 score per non-mobile pupil | 50.7 |
| Average Attainment 8 score per non-mobile pupil for English element | 10.7 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 10 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 15.2 |
| Average Attainment 8 score per non-mobile pupil for open element | 14.9 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 14.2 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.7 |
| Number of non-mobile pupils included in Progress 8 measure | 197 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.17 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.03 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.36 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.17 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.04 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.37 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 15 |
| EBacc entered % by low prior attainment | 53.60% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 102 |
| EBacc entered % by middle prior attainment | 84.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 40.50% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 25.60% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 47 |
| EBacc entered % by high prior attainment | 90.40% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 71.20% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 59.60% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 76.40% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 82.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 30.30% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 21.30% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 49.20% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 35.80% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.22 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.13 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.26 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | 0 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.21 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.49 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.14 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.13 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.18 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.1 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.19 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.05 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.12 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.45 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.12 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.31 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.32 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.47 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.06 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.32 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.76 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.39 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.13 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.66 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.13 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.21 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.56 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.43 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.22 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.2 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.19 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.46 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.18 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.35 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.61 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.02 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.92 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.5 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.27 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.19 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -2.18 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.43 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.33 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.44 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.68 |
| % of boys with entries in all English Baccalaureate subject areas | 73.90% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 31.50% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 20.70% |
| % of girls with entries in all English Baccalaureate subject areas | 86.70% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 52.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 39.80% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 80.90% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 42.20% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 30.40% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 82.20% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 43.20% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 30.80% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 67.00% |
| % of pupils achieving any qualifications | 100.00% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 61.80% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 75.00% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 2 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7.10% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 93 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 76.90% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 48 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 92.30% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 69.40% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 69.40% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 69.90% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 69.60% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 46.10% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 56.70% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3.60% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 62 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 51.20% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 45 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 86.50% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 50.50% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 54.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 54.10% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 52.90% |
| % of pupils entering more than one language | 5.30% |
| % of pupils entering biology, chemistry and physics | 14.40% |
| Average number of KS4 entries per pupil | 8 |
| Average number of KS4 entries per pupil with low prior attainment | 7.3 |
| Average number of KS4 entries per pupil with middle prior attainment | 8 |
| Average number of KS4 entries per pupil with high prior attainment | 8.4 |
| Average number of KS4 entries per disadvantaged pupil | 7.9 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.1 |
| Average number of GCSE entries per pupil | 7.8 |
| Average number of GCSE entries per pupil with low prior attainment | 7 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.7 |
| Average number of GCSE entries per pupil with high prior attainment | 8.2 |
| Average number of GCSE entries per disadvantaged pupil | 7.6 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.9 |
| Total volume of entries without discounting | 1675 |
| Total volume of covid-impacted entries without discounting | 0 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Average |
| Number of pupils completing key stage 4 in 2020/21 | 181 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 172 |
| Apprenticeships (number of pupils) | 0 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | SUPP |
| Further education (number of pupils) | SUPP |
| School sixth form (number of pupils) | 63 |
| Sixth form college (number of pupils) | 13 |
| Other education destination (number of pupils) | 0 |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| Activity not captured (number of pupils) | SUPP |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
| Apprenticeships (percentage) | 0% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | SUPP |
| Further education (percentage) | SUPP |
| School sixth form (percentage) | 66% |
| Sixth form college (percentage) | 14% |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
| Activity not captured (percentage) | SUPP |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 85 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 81 |
| 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 | 96 |
| 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) | 91 |
| Number of pupils completing key stage 4 in 2019/20 | 180 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 87 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 93 |
| 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 | 164 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 91 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 73 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 9 |
| Upper confidence limit on the progression score for the total cohort | 16 |
| Lower confidence limit on the progression score for the total cohort | 1 |
| Cohort size | 125 |
| Progressed | 86% |
| Apprenticeships | 3% |
| Higher Education | 82% |
| Top third | 42% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 110 |
| Progressed for academic/applied general cohort | 88% |
| Progression score for academic/applied general cohort | 8 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 15 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
| Cohort size for TLEV cohort | 15 |
| Progressed for TLEV cohort | 67% |
| Score for TLEV cohort | 17 |
| Upper confidence limit on the progression score for the TLEV cohort | 41 |
| Lower confidence limit on the progression score for the TLEV cohort | -7 |
| 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 | 89% |
| Apprenticeships for disadvantaged students | 2% |
| HE for disadvantaged students | 88% |
| Top third for disadvantaged students | 41% |
| 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) | 157 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 128 |
| 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) | 112 |
| Further education (level 3 and below) (All levels of study) (number of students) | 10 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 101 |
| Other education destinations (All levels of study) (number of students) | 1 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 16 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 15 |
| Activity not captured in data (All levels of study) (number of students) | 14 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 82% |
| 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) | 71% |
| Further education (level 3 and below) (All levels of study) (percentage) | 6% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 64% |
| Other education destinations (All levels of study) (percentage) | 1% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
| Activity not captured in data (All levels of study) (percentage) | 9% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 78 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 67 |
| 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) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 86% |
| 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) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 79 |
| 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) | 61 |
| 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) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 77% |
| 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) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 155 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 127 |
| 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) | 111 |
| Further education (level 3 and below) (Level 3) (number of students) | 10 |
| Higher education (level 4 and above) (Level 3) (number of students) | 101 |
| 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) | 16 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 15 |
| Activity not captured in data (Level 3) (number of students) | 13 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 82% |
| 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) | 72% |
| Further education (level 3 and below) (Level 3) (percentage) | 6% |
| Higher education (level 4 and above) (Level 3) (percentage) | 65% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
| Activity not captured in data (Level 3) (percentage) | 8% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 9 |
| Upper confidence limit on the progression score for the total cohort | 16 |
| Lower confidence limit on the progression score for the total cohort | 1 |
| Cohort size | 125 |
| Progressed | 86% |
| Apprenticeships | 3% |
| Higher Education | 82% |
| Top third | 42% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 110 |
| Progressed for academic/applied general cohort | 88% |
| Progression score for academic/applied general cohort | 8 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 15 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
| Cohort size for TLEV cohort | 15 |
| Progressed for TLEV cohort | 67% |
| Score for TLEV cohort | 17 |
| Upper confidence limit on the progression score for the TLEV cohort | 41 |
| Lower confidence limit on the progression score for the TLEV cohort | -7 |
| 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 | 89% |
| Apprenticeships for disadvantaged students | 2% |
| HE for disadvantaged students | 88% |
| Top third for disadvantaged students | 41% |
| Higher technical for disadvantaged students | 0% |