Loxford School
All-through Academy school in Ilford IG1 2UT
All-through Academy school in Ilford IG1 2UT
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 2779 |
| Number of girls on roll | 1308 |
| Number of boys on roll | 1471 |
| Percentage of girls on roll | 47.1 |
| Percentage of boys on roll | 52.9 |
| Number of eligible pupils with an EHC plan | 73 |
| Percentage of eligible pupils with an EHC plan | 2.6 |
| Number of eligible pupils with SEN support | 660 |
| Percentage of eligible pupils with SEN support | 23.7 |
| No. pupils where English not first language | 2078 |
| No. pupils with English first language | 700 |
| No. pupils where first language is unclassified | 1 |
| % pupils where English not first language | 74.8 |
| % pupils with English first language | 25.2 |
| No. pupils eligible for free school meals | 664 |
| Number of pupils eligible for FSM at any time during the past 6 years | 561 |
| Total pupils for FSMEver | 2279 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 24.6 |
| Alphabetic index | 15930 |
|---|---|
| School address (1) | Loxford Lane |
| School town | Ilford |
| School postcode | IG1 2UT |
| School telephone number | 2085144666 |
| School parliamentary constituency code | E14001301 |
| School parliamentary constituency name | Ilford South |
| Converter academy: URN | 0 |
| Religious denomination | Does not apply |
| Age range | 3-19 |
| 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) | 2779 |
| Number of pupils aged 11 | 119 |
| Published eligible pupil number | 117 |
| Eligible boys on school roll at time of tests | 60 |
| Eligible girls on school roll at time of tests | 57 |
| Percentage of eligible boys on school roll at time of tests | 51% |
| Percentage of eligible girls on school roll at time of tests | 49% |
| 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 | 25% |
| Number of key stage 2 pupils who are not disadvantaged | 88 |
| Percentage of key stage 2 pupils who are not disadvantaged | 75% |
| Number of eligible pupils with English as additional language (EAL) | 98 |
| Percentage of eligible pupils with English as additional language (EAL) | 84% |
| Number of eligible pupils classified as non-mobile | 113 |
| Percentage of eligible pupils classified as non-mobile | 97% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 79% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 13% |
| Percentage of pupils reaching the expected standard in reading | 85% |
| Percentage of pupils achieving a high score in reading | 30% |
| Percentage of pupils absent from or not able to access the test in reading | 0% |
| Average scaled score in reading | 107 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 89% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 67% |
| 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 | 111 |
| Percentage of pupils reaching the expected standard in maths | 90% |
| Percentage of pupils achieving a high score in maths | 44% |
| Percentage of pupils absent from or not able to access the test in maths | 0% |
| Average scaled score in maths | 109 |
| Percentage of pupils reaching the expected standard in writing | 82% |
| Percentage of pupils working at greater depth within the expected standard in writing | 14% |
| Percentage of pupils working towards the expected standard in writing | 13% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 78% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 73% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 84% |
| 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 | 78% |
| 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 | 79% |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 80% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 7% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 19% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 7% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 15% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -3 |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 14% |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 12% |
| Average scaled score in reading for boys | 106 |
| Average scaled score in reading for girls | 107 |
| Average scaled score in reading for disadvantaged pupils | 105 |
| Average scaled score in reading for non-disadvantaged pupils | 107 |
| Average scaled score in reading for EAL pupils | 107 |
| Average scaled score in reading for MOBN pupils | 107 |
| Average scaled score in maths for boys | 109 |
| Average scaled score in maths for girls | 109 |
| Average scaled score in maths for disadvantaged pupils | 108 |
| Average scaled score in maths for non-disadvantaged pupils | 109 |
| Average scaled score in maths for EAL pupils | 110 |
| Average scaled score in maths for MOBN pupils | 109 |
| Average scaled score in GPS for boys | 110 |
| Average scaled score in GPS for girls | 112 |
| Average scaled score in GPS for disadvantaged pupils | 109 |
| Average scaled score in GPS for non-disadvantaged pupils | 112 |
| Average scaled score in GPS for EAL pupils | 112 |
| Average scaled score in GPS for MOBN pupils | 112 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | 83% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | 86% |
| 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 | 89% |
| Percentage of disadvantaged pupils reaching the expected standard in maths | 86% |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | 91% |
| Percentage of disadvantaged pupils reaching the expected standard in writing | 79% |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | 83% |
| Percentage of disadvantaged pupils achieving a high score in reading | 21% |
| Percentage of non-disadvantaged pupils achieving a high score in reading | 33% |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 52% |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 72% |
| Percentage of disadvantaged pupils achieving a high score in maths | 45% |
| Percentage of non-disadvantaged pupils achieving a high score in maths | 44% |
| Percentage of disadvantaged pupils working at greater depth in writing | 7% |
| Percentage of non-disadvantaged pupils working at greater depth in writing | 16% |
| Number of eligible pupils with English as first language | 19 |
| Percentage of eligible pupils with English as first language | 16% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0% |
| Number of eligible pupils with EHC plan | 6 |
| Percentage of eligible pupils with EHC plan | 5% |
| Number of eligible pupils with SEN support | 27 |
| Percentage of eligible pupils with SEN support | 23% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 33 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 28% |
| Number of eligible pupils 2023 | 120 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 26% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 74% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 73% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 15% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 65% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 6% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 75% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 18% |
| Reading progress measure - one year prior | 0.6 |
| Reading progress measure - lower confidence limit - one year prior | -0.5 |
| Reading progress measure - upper confidence limit - one year prior | 1.8 |
| Writing progress measure - one year prior | 0.9 |
| Writing progress measure - lower confidence limit - one year prior | -0.2 |
| Writing progress measure - upper confidence limit - one year prior | 2 |
| Maths progress measure - one year prior | 3.9 |
| Maths progress measure - lower confidence limit - one year prior | 2.8 |
| Maths progress measure - upper confidence limit - one year prior | 4.9 |
| Average scaled score in reading - one year prior | 107 |
| Average scaled score in maths - one year prior | 109 |
| School address (1) | Loxford Lane |
|---|---|
| School town | Ilford |
| School postcode | IG1 2UT |
| School telephone number | 02085144666 |
| School parliamentary constituency code | E14001301 |
| School parliamentary constituency name | Ilford South |
| Religious denomination | Does not apply |
| Age range | 3-19 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 2779 |
| Total boys on roll (including part-time pupils) | 1471 |
| Total girls on roll (including part-time pupils) | 1308 |
| Number of pupils at the end of key stage 4 | 291 |
| Number of boys at the end of key stage 4 | 152 |
| % of pupils at the end of key stage 4 who are boys | 52.20% |
| Number of girls at the end of key stage 4 | 139 |
| % 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) | 104.3 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 57 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 20.70% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 154 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 55.80% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 65 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 23.60% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 89 |
| Percentage of key stage 2 disadvantaged pupils | 30.60% |
| Number of key stage 2 pupils who are not disadvantaged | 202 |
| Percentage of key stage 2 pupils who are not disadvantaged | 69.40% |
| Number of eligible pupils with English as additional language (EAL) | 226 |
| Percentage of eligible pupils with English as additional language (EAL) | 77.70% |
| Number of eligible pupils with English as first language | 65 |
| Percentage of eligible pupils with English as first language | 22.30% |
| 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 | 284 |
| % 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 | 4 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 60 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 20.60% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 56 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 19.20% |
| Total sum of Attainment 8 scores | 16550.3 |
| Average Attainment 8 score per pupil | 56.9 |
| Total sum of Attainment 8 scores for English element | 3436 |
| Average Attainment 8 score per pupil for English element | 11.8 |
| Total sum of Attainment 8 scores for mathematics element | 3418 |
| Average Attainment 8 score per pupil for mathematics element | 11.7 |
| Total sum of Attainment 8 scores for EBacc element | 4785 |
| Average Attainment 8 score per pupil for EBacc element | 16.4 |
| Total sum of Attainment 8 scores for open element | 4911.3 |
| Average Attainment 8 score per pupil for open element | 16.9 |
| Total sum of Attainment 8 scores for open element - GCSE only | 4910 |
| Average Attainment 8 score per pupil for open element - GCSE only | 16.9 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 1.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0 |
| 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 | 276 |
| Number of pupils who have had P8 score adjusted in average | 1 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 95% |
| Progress 8 measure after adjustment for extreme scores | 1.08 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.91 |
| Progress 8 upper 95% confidence interval for adjusted average | 1.25 |
| Progress 8 measure based on unadjusted pupil scores | 1.08 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.91 |
| Progress 8 upper 95% confidence interval for unadjusted average | 1.25 |
| Progress 8 measure for English element | 0.95 |
| Lower 95% confidence interval for Progress 8 English element | 0.76 |
| Upper 95% confidence interval for Progress 8 English element | 1.14 |
| Progress 8 measure for mathematics element | 1.32 |
| Lower 95% confidence interval for Progress 8 maths element | 1.15 |
| Upper 95% confidence interval for Progress 8 maths element | 1.5 |
| Progress 8 measure for EBacc element | 1 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.81 |
| Upper 95% confidence interval for Progress 8 EBacc element | 1.19 |
| Progress 8 measure for open element | 1.09 |
| Lower 95% confidence interval for Progress 8 open element | 0.9 |
| Upper 95% confidence interval for Progress 8 open element | 1.28 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 85.20% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 70.40% |
| Total EBacc APS score per pupil | 1539.5 |
| Average EBacc APS score per pupil | 5.29 |
| Average EBacc APS score per disadvantaged pupil | 4.76 |
| Average EBacc APS score per non-disadvantaged pupil | 5.53 |
| Average EBacc APS score per pupil with low prior attainment | 2.98 |
| Average EBacc APS score per pupil with middle prior attainment | 5.4 |
| Average EBacc APS score per pupil with high prior attainment | 7.2 |
| Average EBacc APS score per pupil for whom English is an additional language | 5.43 |
| Average EBacc APS score per girl | 5.56 |
| Average EBacc APS score per boy | 5.05 |
| Average EBacc APS score per non-mobile pupil | 5.32 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 244 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 83.80% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 52.20% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 37.50% |
| Number of pupils entering the English Baccalaureate English subject area | 286 |
| % of pupils entering the English Baccalaureate English subject area | 98.30% |
| Number of pupils entering the English Baccalaureate Maths subject area | 287 |
| % of pupils entering the English Baccalaureate Maths subject area | 98.60% |
| Number of pupils entering the English Baccalaureate Science subject area | 286 |
| % of pupils entering the English Baccalaureate Science subject area | 98.30% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 285 |
| % of pupils entering the English Baccalaureate Humanities subject area | 97.90% |
| Number of pupils entering the English Baccalaureate Language subject area | 244 |
| % of pupils entering the English Baccalaureate Language subject area | 83.80% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 89.30% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 79.40% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 86.90% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 75.60% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 79.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 63.30% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 72.60% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 59.60% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 72.50% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 56.10% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 271 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 95% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 270 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 233 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 95% |
| English Baccalaureate Science Value Added measure | 0.91 |
| English Baccalaureate Science Value Added lower 95% confidence limit | 0.74 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 1.08 |
| EBacc Humanities VA measure | 0.62 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.4 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.83 |
| English Baccalaureate Languages Value Added measure | 0.28 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | 0.03 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.53 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 260 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 231 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 253 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 220 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 226 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 181 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 207 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 170 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 177 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 137 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 236 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 81.10% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 286 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 98.30% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 286 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.30% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 282 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.60% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 280 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.20% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 239 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.00% |
| Average Attainment 8 score per disadvantaged pupil | 51.5 |
| Number of disadvantaged pupils in Progress 8 measure | 86 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - disadvantaged pupils | 0.76 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0.46 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.06 |
| Unadjusted Progress 8 measure - disadvantaged pupils | 0.76 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0.46 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 1.07 |
| Average Attainment 8 score per non-disadvantaged pupil | 59.2 |
| Number of non-disadvantaged pupils in Progress 8 measure | 190 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 1.23 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 1.02 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.43 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 1.23 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 1.02 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.43 |
| Average Attainment 8 score per disadvantaged pupil for English element | 11 |
| Progress 8 measure for English element - disadvantaged pupils | 0.76 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.42 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 1.1 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 10.4 |
| Progress 8 measure for maths element - disadvantaged pupils | 0.87 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.55 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 1.18 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 14.7 |
| Progress 8 measure for EBacc element - disadvantaged pupils | 0.65 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.31 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 1 |
| Average Attainment 8 score per disadvantaged pupil for open element | 15.4 |
| Progress 8 measure for open element - disadvantaged pupils | 0.81 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.47 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.15 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 12.1 |
| Progress 8 measure for English element - non-disadvantaged pupils | 1.04 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.81 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1.27 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12.3 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 1.53 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.32 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.74 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 17.2 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.16 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.92 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.39 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 17.5 |
| Progress 8 measure for open element - non-disadvantaged pupils | 1.22 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.99 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.45 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 15.4 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 17.5 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 1.5 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.6 |
| Average Attainment 8 score per pupil with low prior attainment | 34.8 |
| Number of pupils with low prior attainment included in Progress 8 measure | 57 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.74 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.37 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.11 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.74 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.37 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.11 |
| Average Attainment 8 score per pupil with middle prior attainment | 58.3 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 154 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 1.24 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 1.01 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.46 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 1.24 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 1.01 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.46 |
| Average Attainment 8 score per pupil with high prior attainment | 74.6 |
| Number of pupils with high prior attainment included in Progress 8 measure | 65 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 1.01 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.67 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.36 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 1.01 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.66 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.36 |
| Average Attainment 8 score per pupil for whom English is an additional language | 58 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 12 |
| 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 | 16.9 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 17.2 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 17.2 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 211 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | 1.16 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.97 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.35 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.16 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.96 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.35 |
| Average Attainment 8 score per girl | 59.7 |
| Average Attainment 8 score per girl for English element | 12.6 |
| Average Attainment 8 score per girl for mathematics element | 11.8 |
| Average Attainment 8 score per girl for EBacc element | 17.1 |
| Average Attainment 8 score per girl for open element | 18.2 |
| Average Attainment 8 score per girl - GCSE only | 18.2 |
| Average Attainment 8 score per girl - non-GCSE only | 0 |
| Number of girls included in Progress 8 measure | 129 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 1.22 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.98 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 1.47 |
| Unadjusted Progress 8 measure - girls | 1.22 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.97 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 1.47 |
| Average Attainment 8 score per boy | 54.3 |
| Average Attainment 8 score per boy for English element | 11.1 |
| Average Attainment 8 score per boy for mathematics element | 11.7 |
| Average Attainment 8 score per boy for EBacc element | 15.9 |
| Average Attainment 8 score per boy for open element | 15.6 |
| Average Attainment 8 score per boy - GCSE only | 15.6 |
| Average Attainment 8 score per boy - non-GCSE only | 0 |
| Number of boys included in Progress 8 measure | 147 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | 0.96 |
| Adjusted Progress 8 lower 95% confidence interval - boys | 0.73 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 1.19 |
| Unadjusted Progress 8 measure - boys | 0.96 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | 0.73 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 1.19 |
| Average Attainment 8 score per non-mobile pupil | 57.2 |
| Average Attainment 8 score per non-mobile pupil for English element | 11.9 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 11.8 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 16.5 |
| Average Attainment 8 score per non-mobile pupil for open element | 17 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 17 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
| Number of non-mobile pupils included in Progress 8 measure | 271 |
| Number of non-mobile pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-mobile pupils | 1.1 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.93 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.27 |
| Unadjusted Progress 8 measure - non-mobile pupils | 1.1 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.93 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 1.27 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 30 |
| EBacc entered % by low prior attainment | 52.60% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 7.00% |
| 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 | 139 |
| EBacc entered % by middle prior attainment | 90.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 55.80% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 34.40% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 64 |
| EBacc entered % by high prior attainment | 98.50% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 86.20% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 78.50% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 78.70% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 86.10% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 41.60% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 25.80% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 56.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 42.60% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.46 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.99 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.08 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.54 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.08 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.3 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.76 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.53 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.35 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.74 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.41 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.28 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.21 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.2 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.31 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.85 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.23 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.29 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.87 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.86 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.07 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.23 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.76 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.43 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.73 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.73 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.04 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.99 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.48 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.78 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.18 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.04 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.48 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.97 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.1 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.66 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.27 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.61 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.01 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.11 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.29 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.61 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.04 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.69 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.27 |
| % of boys with entries in all English Baccalaureate subject areas | 76.30% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 44.70% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 28.90% |
| % of girls with entries in all English Baccalaureate subject areas | 92.10% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 60.40% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 46.80% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 84.90% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 52.50% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 37.30% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 85.40% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 56.20% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 40.70% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 80.40% |
| % of pupils achieving any qualifications | 99.00% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 75.30% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 89.60% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 29 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 50.90% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 144 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 93.50% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 65 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 84.20% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 86.30% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 87.20% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 86.30% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 61.80% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 74.30% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 13 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 22.80% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 121 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 78.60% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 62 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 95.40% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 65.80% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 75.50% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 73.00% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 71.10% |
| % of pupils entering more than one language | 1.40% |
| % of pupils entering biology, chemistry and physics | 18.90% |
| Average number of KS4 entries per pupil | 8.9 |
| Average number of KS4 entries per pupil with low prior attainment | 8 |
| Average number of KS4 entries per pupil with middle prior attainment | 9 |
| Average number of KS4 entries per pupil with high prior attainment | 9.5 |
| Average number of KS4 entries per disadvantaged pupil | 8.8 |
| Average number of KS4 entries per non-disadvantaged pupil | 9 |
| Average number of GCSE entries per pupil | 8.9 |
| Average number of GCSE entries per pupil with low prior attainment | 7.9 |
| Average number of GCSE entries per pupil with middle prior attainment | 9 |
| Average number of GCSE entries per pupil with high prior attainment | 9.5 |
| Average number of GCSE entries per disadvantaged pupil | 8.7 |
| Average number of GCSE entries per non-disadvantaged pupil | 8.9 |
| Total volume of entries without discounting | 2590 |
| 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 | Well above average |
| Number of pupils completing key stage 4 in 2020/21 | 285 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 273 |
| Apprenticeships (number of pupils) | SUPP |
| 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) | 175 |
| Further education (number of pupils) | 21 |
| School sixth form (number of pupils) | 149 |
| Sixth form college (number of pupils) | SUPP |
| 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) | SUPP |
| 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) | 96% |
| Further education (percentage) | 12% |
| School sixth form (percentage) | 82% |
| Sixth form college (percentage) | SUPP |
| 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 | 103 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 96 |
| 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 | 182 |
| 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) | 177 |
| Number of pupils completing key stage 4 in 2019/20 | 294 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 112 |
| 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 | 182 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
| Number of pupils completing key stage 4 in 2018/19 | 291 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 124 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 167 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 11 |
| Upper confidence limit on the progression score for the total cohort | 16 |
| Lower confidence limit on the progression score for the total cohort | 5 |
| Cohort size | 227 |
| Progressed | 86% |
| Apprenticeships | 3% |
| Higher Education | 82% |
| Top third | 24% |
| Higher technical | 1% |
| Cohort size for academic/applied general cohort | 227 |
| Progressed for academic/applied general cohort | 86% |
| Progression score for academic/applied general cohort | 11 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 5 |
| 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 | 81% |
| Apprenticeships for disadvantaged students | 1% |
| HE for disadvantaged students | 79% |
| Top third for disadvantaged students | 18% |
| Higher technical for disadvantaged students | 1% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 223 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 191 |
| 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) | 164 |
| Further education (level 3 and below) (All levels of study) (number of students) | 3 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 157 |
| Other education destinations (All levels of study) (number of students) | 4 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 27 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 22 |
| Activity not captured in data (All levels of study) (number of students) | 10 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 86% |
| 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) | 74% |
| Further education (level 3 and below) (All levels of study) (percentage) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 70% |
| Other education destinations (All levels of study) (percentage) | 2% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 12% |
| 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) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 89 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 74 |
| 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) | 65 |
| 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) | 9 |
| 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) | 83% |
| 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) | 73% |
| 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) | 10% |
| 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) | 134 |
| 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) | 117 |
| 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) | 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) | 18 |
| 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) | 87% |
| 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) | 74% |
| 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) | 13% |
| 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) | 221 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 189 |
| 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) | 163 |
| Further education (level 3 and below) (Level 3) (number of students) | 2 |
| Higher education (level 4 and above) (Level 3) (number of students) | 157 |
| Other education destinations (Level 3) (number of students) | 4 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 26 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 22 |
| Activity not captured in data (Level 3) (number of students) | 10 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 86% |
| 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) | 74% |
| Further education (level 3 and below) (Level 3) (percentage) | 1% |
| Higher education (level 4 and above) (Level 3) (percentage) | 71% |
| Other education destinations (Level 3) (percentage) | 2% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 12% |
| 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) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 88 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 73 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | 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) | 83% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | 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) | 133 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 116 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 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) | 87% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 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) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
| Other education destinations (Level 2) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Activity not captured in data (Level 2) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
| Other education destinations (Level 2) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Activity not captured in data (Level 2) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 11 |
| Upper confidence limit on the progression score for the total cohort | 16 |
| Lower confidence limit on the progression score for the total cohort | 5 |
| Cohort size | 227 |
| Progressed | 86% |
| Apprenticeships | 3% |
| Higher Education | 82% |
| Top third | 24% |
| Higher technical | 1% |
| Cohort size for academic/applied general cohort | 227 |
| Progressed for academic/applied general cohort | 86% |
| Progression score for academic/applied general cohort | 11 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 16 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 5 |
| 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 | 81% |
| Apprenticeships for disadvantaged students | 1% |
| HE for disadvantaged students | 79% |
| Top third for disadvantaged students | 18% |
| Higher technical for disadvantaged students | 1% |