For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1344 |
Number of girls on roll | 657 |
Number of boys on roll | 687 |
Percentage of girls on roll | 48.9 |
Percentage of boys on roll | 51.1 |
Number of eligible pupils with an EHC plan | 18 |
Percentage of eligible pupils with an EHC plan | 1.3 |
Number of eligible pupils with SEN support | 104 |
Percentage of eligible pupils with SEN support | 7.7 |
No. pupils where English not first language | 29 |
No. pupils with English first language | 1299 |
No. pupils where first language is unclassified | 16 |
% pupils where English not first language | 2.2 |
% pupils with English first language | 96.7 |
No. pupils eligible for free school meals | 137 |
Number of pupils eligible for FSM at any time during the past 6 years | 124 |
Total pupils for FSMEver | 986 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 12.6 |
School address (1) | Charford Road |
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School town | Bromsgrove |
School postcode | B60 3NL |
School telephone number | 01527831783 |
School parliamentary constituency code | E14001138 |
School parliamentary constituency name | Bromsgrove |
Religious denomination | Does not apply |
Age range | 13-18 |
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) | 1344 |
Total boys on roll (including part-time pupils) | 687 |
Total girls on roll (including part-time pupils) | 657 |
Number of pupils at the end of key stage 4 | 324 |
Number of boys at the end of key stage 4 | 169 |
% of pupils at the end of key stage 4 who are boys | 52.20% |
Number of girls at the end of key stage 4 | 155 |
% of pupils at the end key stage 4 who are girls | 47.80% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.2 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 42 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 13.20% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 180 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56.80% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 95 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 30.00% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 29 |
Percentage of key stage 2 disadvantaged pupils | 9.00% |
Number of key stage 2 pupils who are not disadvantaged | 295 |
Percentage of key stage 2 pupils who are not disadvantaged | 91.00% |
Number of eligible pupils with English as additional language (EAL) | 8 |
Percentage of eligible pupils with English as additional language (EAL) | 2.50% |
Number of eligible pupils with English as first language | 308 |
Percentage of eligible pupils with English as first language | 95.10% |
Number of eligible pupils with unclassified language | 8 |
Percentage of eligible pupils with unclassified language | 2.50% |
Number of pupils at the end of key stage 4 who are non-mobile | 317 |
% of pupils at the end of key stage 4 who are non-mobile | 97.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 35 |
% 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 | 10.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 30 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 9.30% |
Total sum of Attainment 8 scores | 15782.8 |
Average Attainment 8 score per pupil | 48.7 |
Total sum of Attainment 8 scores for English element | 3360 |
Average Attainment 8 score per pupil for English element | 10.4 |
Total sum of Attainment 8 scores for mathematics element | 3282 |
Average Attainment 8 score per pupil for mathematics element | 10.1 |
Total sum of Attainment 8 scores for EBacc element | 4709 |
Average Attainment 8 score per pupil for EBacc element | 14.5 |
Total sum of Attainment 8 scores for open element | 4431.8 |
Average Attainment 8 score per pupil for open element | 13.7 |
Total sum of Attainment 8 scores for open element - GCSE only | 4067.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 12.6 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 364.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.1 |
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 | 317 |
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 | 98% |
Progress 8 measure after adjustment for extreme scores | -0.15 |
Progress 8 lower 95% confidence interval for adjusted average | -0.3 |
Progress 8 upper 95% confidence interval for adjusted average | 0.01 |
Progress 8 measure based on unadjusted pupil scores | -0.15 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.31 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.01 |
Progress 8 measure for English element | -0.15 |
Lower 95% confidence interval for Progress 8 English element | -0.33 |
Upper 95% confidence interval for Progress 8 English element | 0.03 |
Progress 8 measure for mathematics element | 0.06 |
Lower 95% confidence interval for Progress 8 maths element | -0.1 |
Upper 95% confidence interval for Progress 8 maths element | 0.22 |
Progress 8 measure for EBacc element | -0.06 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.24 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.12 |
Progress 8 measure for open element | -0.37 |
Lower 95% confidence interval for Progress 8 open element | -0.55 |
Upper 95% confidence interval for Progress 8 open element | -0.19 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 77.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 53.40% |
Total EBacc APS score per pupil | 1463.18 |
Average EBacc APS score per pupil | 4.52 |
Average EBacc APS score per disadvantaged pupil | 2.99 |
Average EBacc APS score per non-disadvantaged pupil | 4.67 |
Average EBacc APS score per pupil with low prior attainment | 2.43 |
Average EBacc APS score per pupil with middle prior attainment | 4.07 |
Average EBacc APS score per pupil with high prior attainment | 6.29 |
Average EBacc APS score per pupil for whom English is an additional language | 5.38 |
Average EBacc APS score per girl | 4.64 |
Average EBacc APS score per boy | 4.41 |
Average EBacc APS score per non-mobile pupil | 4.52 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 206 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 63.60% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 39.20% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 20.10% |
Number of pupils entering the English Baccalaureate English subject area | 319 |
% of pupils entering the English Baccalaureate English subject area | 98.50% |
Number of pupils entering the English Baccalaureate Maths subject area | 323 |
% of pupils entering the English Baccalaureate Maths subject area | 99.70% |
Number of pupils entering the English Baccalaureate Science subject area | 316 |
% of pupils entering the English Baccalaureate Science subject area | 97.50% |
Number of pupils entering the English Baccalaureate Humanities subject area | 283 |
% of pupils entering the English Baccalaureate Humanities subject area | 87.30% |
Number of pupils entering the English Baccalaureate Language subject area | 232 |
% of pupils entering the English Baccalaureate Language subject area | 71.60% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 82.10% |
% 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 | 82.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 60.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 71.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 53.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 68.20% |
% 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 | 63.40% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 33.20% |
Number of pupils included in English Baccalaureate Science Value Added measure | 309 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 277 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
Number of pupils included in English Baccalaureate Language Value Added measure | 230 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 99% |
English Baccalaureate Science Value Added measure | -0.02 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.18 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.15 |
EBacc Humanities VA measure | -0.13 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.34 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.08 |
English Baccalaureate Languages Value Added measure | -1.06 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.32 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.81 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 266 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 211 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 266 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 195 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 225 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 168 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 193 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 152 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 147 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 77 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 202 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 62.30% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 318 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 98.10% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 321 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.10% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 313 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.10% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 279 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.60% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 231 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.60% |
Average Attainment 8 score per disadvantaged pupil | 32.4 |
Number of disadvantaged pupils in Progress 8 measure | 27 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.29 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.82 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.75 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.29 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.83 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.74 |
Average Attainment 8 score per non-disadvantaged pupil | 50.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 290 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.2 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.12 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.04 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.21 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.12 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.4 |
Progress 8 measure for English element - disadvantaged pupils | -1.14 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.75 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.53 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7 |
Progress 8 measure for maths element - disadvantaged pupils | -1.01 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.58 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.45 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.6 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.21 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.83 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.6 |
Average Attainment 8 score per disadvantaged pupil for open element | 8.4 |
Progress 8 measure for open element - disadvantaged pupils | -1.64 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.25 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.03 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.7 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.06 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.25 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.13 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.4 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.16 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.01 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.33 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.14 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.23 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.2 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.25 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.44 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.06 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.3 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 13.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.1 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -17.6 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.45 |
Average Attainment 8 score per pupil with low prior attainment | 28.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 42 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.05 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.48 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.37 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.05 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.49 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.38 |
Average Attainment 8 score per pupil with middle prior attainment | 44.5 |
Number of pupils with middle prior attainment included in Progress 8 measure | 180 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.21 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.42 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.01 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.21 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.42 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0 |
Average Attainment 8 score per pupil with high prior attainment | 65.7 |
Number of pupils with high prior attainment included in Progress 8 measure | 95 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.06 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.35 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.22 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.06 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.35 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.23 |
Average Attainment 8 score per pupil for whom English is an additional language | 57.1 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.3 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 17.3 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 15.6 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.8 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.9 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 7 |
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 | 0.91 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.14 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.96 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.91 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.16 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.97 |
Average Attainment 8 score per girl | 49.8 |
Average Attainment 8 score per girl for English element | 11 |
Average Attainment 8 score per girl for mathematics element | 9.8 |
Average Attainment 8 score per girl for EBacc element | 14.6 |
Average Attainment 8 score per girl for open element | 14.5 |
Average Attainment 8 score per girl - GCSE only | 13.1 |
Average Attainment 8 score per girl - non-GCSE only | 1.4 |
Number of girls included in Progress 8 measure | 151 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | -0.16 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.38 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.07 |
Unadjusted Progress 8 measure - girls | -0.16 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.39 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.07 |
Average Attainment 8 score per boy | 47.7 |
Average Attainment 8 score per boy for English element | 9.8 |
Average Attainment 8 score per boy for mathematics element | 10.5 |
Average Attainment 8 score per boy for EBacc element | 14.5 |
Average Attainment 8 score per boy for open element | 12.9 |
Average Attainment 8 score per boy - GCSE only | 12.1 |
Average Attainment 8 score per boy - non-GCSE only | 0.8 |
Number of boys included in Progress 8 measure | 166 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.14 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.36 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.08 |
Unadjusted Progress 8 measure - boys | -0.14 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.36 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.08 |
Average Attainment 8 score per non-mobile pupil | 48.7 |
Average Attainment 8 score per non-mobile pupil for English element | 10.4 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10.1 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.5 |
Average Attainment 8 score per non-mobile pupil for open element | 13.7 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 12.6 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.1 |
Number of non-mobile pupils included in Progress 8 measure | 312 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | -0.14 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.3 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.02 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.14 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.3 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.02 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 6 |
EBacc entered % by low prior attainment | 14.30% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 7.10% |
EBacc achieved % by low prior attainment - with 9-5 passes | 2.40% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 112 |
EBacc entered % by middle prior attainment | 62.20% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 27.80% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 10.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 86 |
EBacc entered % by high prior attainment | 90.50% |
EBacc achieved % by high prior attainment - with 9-4 passes | 75.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 47.40% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 31.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 66.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 20.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 41.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 21.40% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.24 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.08 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.08 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.07 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.33 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.21 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.16 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.16 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.04 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.26 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.08 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.09 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.14 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.06 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.49 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.66 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.24 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.09 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.7 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.23 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.14 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.29 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.3 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.29 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.44 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.89 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.18 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.25 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.94 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.27 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.07 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.49 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.21 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.53 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.07 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.36 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.8 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.32 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.31 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.83 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.75 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.42 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.68 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.49 |
% of boys with entries in all English Baccalaureate subject areas | 56.20% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 31.40% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 13.60% |
% of girls with entries in all English Baccalaureate subject areas | 71.60% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 47.70% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 27.10% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 63.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 39.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 19.90% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 50.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 50.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 50.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 65.40% |
% of pupils achieving any qualifications | 99.70% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 34.50% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 81.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 13 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 31.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 139 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 77.20% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 93 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.90% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 74.60% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 80.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 87.50% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 77.30% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 27.60% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 55.90% |
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 | 9.50% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 77 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 42.80% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 88 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 92.60% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 51.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 55.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 62.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 53.30% |
% of pupils entering more than one language | 2.20% |
% of pupils entering biology, chemistry and physics | 22.80% |
Average number of KS4 entries per pupil | 8 |
Average number of KS4 entries per pupil with low prior attainment | 7.2 |
Average number of KS4 entries per pupil with middle prior attainment | 7.9 |
Average number of KS4 entries per pupil with high prior attainment | 8.6 |
Average number of KS4 entries per disadvantaged pupil | 7.2 |
Average number of KS4 entries per non-disadvantaged pupil | 8.1 |
Average number of GCSE entries per pupil | 7.6 |
Average number of GCSE entries per pupil with low prior attainment | 6 |
Average number of GCSE entries per pupil with middle prior attainment | 7.5 |
Average number of GCSE entries per pupil with high prior attainment | 8.5 |
Average number of GCSE entries per disadvantaged pupil | 6.4 |
Average number of GCSE entries per non-disadvantaged pupil | 7.7 |
Total volume of entries without discounting | 2631 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | SUPP |
Number of pupils completing key stage 4 in 2020/21 | 332 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 319 |
Apprenticeships (number of pupils) | 15 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 15 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 253 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 164 |
Sixth form college (number of pupils) | 21 |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | 5% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 87% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 56% |
Sixth form college (percentage) | 7% |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 41 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 36 |
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 | 291 |
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) | 283 |
Number of pupils completing key stage 4 in 2019/20 | 331 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 31 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 71% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 300 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of pupils completing key stage 4 in 2018/19 | 327 |
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 | 22 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 82% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 305 |
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 | -2 |
Lower confidence limit on the progression score for the total cohort | -15 |
Cohort size | 169 |
Progressed | 67% |
Apprenticeships | 3% |
Higher Education | 62% |
Top third | 25% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 169 |
Progressed for academic/applied general cohort | 67% |
Progression score for academic/applied general cohort | -9 |
Upper confidence limit on the progression score for the academic/applied general cohort | -2 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
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 | 36% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 36% |
Top third for disadvantaged students | 9% |
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) | 176 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 154 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 16 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 100 |
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) | 98 |
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) | 38 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 17 |
Activity not captured in data (All levels of study) (number of students) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 9% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 57% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 56% |
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) | 22% |
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) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 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) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 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) | 173 |
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) | 152 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 99 |
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) | 16 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 57% |
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) | 9% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 172 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 151 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 15 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 100 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 98 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 36 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 16 |
Activity not captured in data (Level 3) (number of students) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 9% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 58% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 57% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 21% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
Activity not captured in data (Level 3) (percentage) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 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) | 170 |
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) | 99 |
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) | 36 |
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) | 5 |
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) | 58% |
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) | 21% |
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) | 3% |
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) | 4 |
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) | 1 |
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) | 3 |
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 | -2 |
Lower confidence limit on the progression score for the total cohort | -15 |
Cohort size | 169 |
Progressed | 67% |
Apprenticeships | 3% |
Higher Education | 62% |
Top third | 25% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 169 |
Progressed for academic/applied general cohort | 67% |
Progression score for academic/applied general cohort | -9 |
Upper confidence limit on the progression score for the academic/applied general cohort | -2 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
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 | 36% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 36% |
Top third for disadvantaged students | 9% |
Higher technical for disadvantaged students | 0% |