For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1050 |
Number of girls on roll | 498 |
Number of boys on roll | 552 |
Percentage of girls on roll | 47.4 |
Percentage of boys on roll | 52.6 |
Number of eligible pupils with an EHC plan | 14 |
Percentage of eligible pupils with an EHC plan | 1.3 |
Number of eligible pupils with SEN support | 133 |
Percentage of eligible pupils with SEN support | 12.7 |
No. pupils where English not first language | 98 |
No. pupils with English first language | 952 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 9.3 |
% pupils with English first language | 90.7 |
No. pupils eligible for free school meals | 95 |
Number of pupils eligible for FSM at any time during the past 6 years | 105 |
Total pupils for FSMEver | 839 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 12.5 |
School address (1) | Wylde Green Road |
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School town | Sutton Coldfield |
School postcode | B76 1QT |
School telephone number | 01213513215 |
School parliamentary constituency code | E14001535 |
School parliamentary constituency name | Sutton Coldfield |
Religious denomination | Roman Catholic |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | 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) | 1050 |
Total boys on roll (including part-time pupils) | 552 |
Total girls on roll (including part-time pupils) | 498 |
Number of pupils at the end of key stage 4 | 157 |
Number of boys at the end of key stage 4 | 90 |
% of pupils at the end of key stage 4 who are boys | 57.30% |
Number of girls at the end of key stage 4 | 67 |
% of pupils at the end key stage 4 who are girls | 42.70% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.5 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 20 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 12.80% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 82 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 52.60% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 54 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 34.60% |
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) | 15 |
Percentage of key stage 2 disadvantaged pupils | 9.60% |
Number of key stage 2 pupils who are not disadvantaged | 142 |
Percentage of key stage 2 pupils who are not disadvantaged | 90.40% |
Number of eligible pupils with English as additional language (EAL) | 11 |
Percentage of eligible pupils with English as additional language (EAL) | 7.00% |
Number of eligible pupils with English as first language | 146 |
Percentage of eligible pupils with English as first language | 93.00% |
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 | 157 |
% of pupils at the end of key stage 4 who are non-mobile | 100.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 25 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 15.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 23 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.60% |
Total sum of Attainment 8 scores | 8624.5 |
Average Attainment 8 score per pupil | 54.9 |
Total sum of Attainment 8 scores for English element | 1816 |
Average Attainment 8 score per pupil for English element | 11.6 |
Total sum of Attainment 8 scores for mathematics element | 1640 |
Average Attainment 8 score per pupil for mathematics element | 10.4 |
Total sum of Attainment 8 scores for EBacc element | 2532 |
Average Attainment 8 score per pupil for EBacc element | 16.1 |
Total sum of Attainment 8 scores for open element | 2636.5 |
Average Attainment 8 score per pupil for open element | 16.8 |
Total sum of Attainment 8 scores for open element - GCSE only | 2563 |
Average Attainment 8 score per pupil for open element - GCSE only | 16.3 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 73.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.5 |
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 | 156 |
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 | 99% |
Progress 8 measure after adjustment for extreme scores | 0.41 |
Progress 8 lower 95% confidence interval for adjusted average | 0.19 |
Progress 8 upper 95% confidence interval for adjusted average | 0.63 |
Progress 8 measure based on unadjusted pupil scores | 0.41 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.18 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.63 |
Progress 8 measure for English element | 0.38 |
Lower 95% confidence interval for Progress 8 English element | 0.13 |
Upper 95% confidence interval for Progress 8 English element | 0.64 |
Progress 8 measure for mathematics element | 0.16 |
Lower 95% confidence interval for Progress 8 maths element | -0.08 |
Upper 95% confidence interval for Progress 8 maths element | 0.39 |
Progress 8 measure for EBacc element | 0.4 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.14 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.66 |
Progress 8 measure for open element | 0.6 |
Lower 95% confidence interval for Progress 8 open element | 0.34 |
Upper 95% confidence interval for Progress 8 open element | 0.85 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 86.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 62.40% |
Total EBacc APS score per pupil | 713.83 |
Average EBacc APS score per pupil | 4.55 |
Average EBacc APS score per disadvantaged pupil | 3.64 |
Average EBacc APS score per non-disadvantaged pupil | 4.64 |
Average EBacc APS score per pupil with low prior attainment | 2.31 |
Average EBacc APS score per pupil with middle prior attainment | 4.36 |
Average EBacc APS score per pupil with high prior attainment | 5.71 |
Average EBacc APS score per pupil for whom English is an additional language | 4.89 |
Average EBacc APS score per girl | 4.74 |
Average EBacc APS score per boy | 4.4 |
Average EBacc APS score per non-mobile pupil | 4.55 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 24 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 15.30% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 10.80% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 8.90% |
Number of pupils entering the English Baccalaureate English subject area | 155 |
% of pupils entering the English Baccalaureate English subject area | 98.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 155 |
% of pupils entering the English Baccalaureate Maths subject area | 98.70% |
Number of pupils entering the English Baccalaureate Science subject area | 154 |
% of pupils entering the English Baccalaureate Science subject area | 98.10% |
Number of pupils entering the English Baccalaureate Humanities subject area | 114 |
% of pupils entering the English Baccalaureate Humanities subject area | 72.60% |
Number of pupils entering the English Baccalaureate Language subject area | 41 |
% of pupils entering the English Baccalaureate Language subject area | 26.10% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 91.10% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 82.20% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 89.80% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 65.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 84.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 66.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 75.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 64.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 78.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 68.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 153 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 99% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 113 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 99% |
Number of pupils included in English Baccalaureate Language Value Added measure | 41 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
English Baccalaureate Science Value Added measure | 0.45 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.21 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.68 |
EBacc Humanities VA measure | 0.48 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.15 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.81 |
English Baccalaureate Languages Value Added measure | 0.4 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.2 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.99 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 143 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 129 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 141 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 103 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 130 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 103 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 86 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 73 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 32 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 28 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 23 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 14.60% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 155 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 98.70% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 154 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.10% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 152 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.70% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 113 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.10% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 41 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 46.9 |
Number of disadvantaged pupils in Progress 8 measure | 15 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.1 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.61 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.82 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.1 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.63 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.83 |
Average Attainment 8 score per non-disadvantaged pupil | 55.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 141 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.44 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.21 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.67 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.44 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.2 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.68 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.7 |
Progress 8 measure for English element - disadvantaged pupils | -0.09 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.9 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.73 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.1 |
Progress 8 measure for maths element - disadvantaged pupils | 0 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.75 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.75 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 13.5 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.78 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.88 |
Average Attainment 8 score per disadvantaged pupil for open element | 14.6 |
Progress 8 measure for open element - disadvantaged pupils | 0.35 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.46 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.17 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.8 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.43 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.17 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.7 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.6 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.17 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.07 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.42 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.4 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.44 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.17 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.71 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 17 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.62 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.36 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.89 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 14.3 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 16.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.5 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -3.1 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.06 |
Average Attainment 8 score per pupil with low prior attainment | 29.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 20 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.09 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.53 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.71 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.09 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.54 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.72 |
Average Attainment 8 score per pupil with middle prior attainment | 52.8 |
Number of pupils with middle prior attainment included in Progress 8 measure | 82 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.64 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.34 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.95 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.64 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.33 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.96 |
Average Attainment 8 score per pupil with high prior attainment | 68 |
Number of pupils with high prior attainment included in Progress 8 measure | 54 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.17 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.21 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.54 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.17 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.22 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.55 |
Average Attainment 8 score per pupil for whom English is an additional language | 57.4 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.8 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.3 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 17.6 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 16.6 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 16.4 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.3 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 11 |
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 | 0.65 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.19 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.48 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.65 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.2 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.5 |
Average Attainment 8 score per girl | 58.2 |
Average Attainment 8 score per girl for English element | 12.3 |
Average Attainment 8 score per girl for mathematics element | 10.5 |
Average Attainment 8 score per girl for EBacc element | 16.8 |
Average Attainment 8 score per girl for open element | 18.6 |
Average Attainment 8 score per girl - GCSE only | 17.8 |
Average Attainment 8 score per girl - non-GCSE only | 0.8 |
Number of girls included in Progress 8 measure | 66 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.41 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.06 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.75 |
Unadjusted Progress 8 measure - girls | 0.41 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.06 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.75 |
Average Attainment 8 score per boy | 52.5 |
Average Attainment 8 score per boy for English element | 11 |
Average Attainment 8 score per boy for mathematics element | 10.4 |
Average Attainment 8 score per boy for EBacc element | 15.6 |
Average Attainment 8 score per boy for open element | 15.5 |
Average Attainment 8 score per boy - GCSE only | 15.2 |
Average Attainment 8 score per boy - non-GCSE only | 0.2 |
Number of boys included in Progress 8 measure | 90 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.41 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.12 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.7 |
Unadjusted Progress 8 measure - boys | 0.41 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.11 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.71 |
Average Attainment 8 score per non-mobile pupil | 54.9 |
Average Attainment 8 score per non-mobile pupil for English element | 11.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10.4 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 16.1 |
Average Attainment 8 score per non-mobile pupil for open element | 16.8 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 16.3 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.5 |
Number of non-mobile pupils included in Progress 8 measure | 156 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.41 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.19 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.63 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.41 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.18 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.63 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 0 |
EBacc entered % by low prior attainment | 0.00% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 12 |
EBacc entered % by middle prior attainment | 14.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 6.10% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 2.40% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 12 |
EBacc entered % by high prior attainment | 22.20% |
EBacc achieved % by high prior attainment - with 9-4 passes | 22.20% |
EBacc achieved % by high prior attainment - with 9-5 passes | 22.20% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 6.70% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 16.20% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 12.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 9.90% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.39 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.66 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.14 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.04 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.49 |
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 | 0.51 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.46 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.57 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.47 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.21 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.66 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.43 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.78 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.7 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.73 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.25 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.07 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.28 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.98 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.34 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.53 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.25 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 1.73 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.59 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.81 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.13 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.43 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.77 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.94 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.08 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.03 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.11 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.04 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.18 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.04 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.63 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.54 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.22 |
% of boys with entries in all English Baccalaureate subject areas | 14.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 8.90% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 6.70% |
% of girls with entries in all English Baccalaureate subject areas | 16.40% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 13.40% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 11.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 15.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 10.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 8.90% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 18.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 9.10% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 9.10% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 77.70% |
% of pupils achieving any qualifications | 99.40% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 73.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 88.00% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 8 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 40.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 74 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 90.20% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 54 |
% 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 | 86.70% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 86.60% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 100.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 86.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 40.00% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 64.80% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 10.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 45 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 54.90% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 51 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 94.40% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 58.90% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 67.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 63.60% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 62.40% |
% of pupils entering more than one language | 1.30% |
% of pupils entering biology, chemistry and physics | 29.30% |
Average number of KS4 entries per pupil | 8.1 |
Average number of KS4 entries per pupil with low prior attainment | 6.6 |
Average number of KS4 entries per pupil with middle prior attainment | 8.1 |
Average number of KS4 entries per pupil with high prior attainment | 8.7 |
Average number of KS4 entries per disadvantaged pupil | 7.7 |
Average number of KS4 entries per non-disadvantaged pupil | 8.1 |
Average number of GCSE entries per pupil | 7.9 |
Average number of GCSE entries per pupil with low prior attainment | 6.4 |
Average number of GCSE entries per pupil with middle prior attainment | 7.8 |
Average number of GCSE entries per pupil with high prior attainment | 8.6 |
Average number of GCSE entries per disadvantaged pupil | 7.5 |
Average number of GCSE entries per non-disadvantaged pupil | 8 |
Total volume of entries without discounting | 1270 |
Total volume of covid-impacted entries without discounting | 1 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Above average |
Number of pupils completing key stage 4 in 2020/21 | 154 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 151 |
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) | 122 |
Further education (number of pupils) | 38 |
School sixth form (number of pupils) | 82 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | 2 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 3 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 98% |
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) | 94% |
Further education (percentage) | 29% |
School sixth form (percentage) | 63% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | 2% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
Activity not captured (percentage) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 24 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 24 |
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 | 130 |
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) | 127 |
Number of pupils completing key stage 4 in 2019/20 | 155 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 50 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 105 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
Number of pupils completing key stage 4 in 2018/19 | 169 |
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 | 54 |
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 | 115 |
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 | 2 |
Upper confidence limit on the progression score for the total cohort | 10 |
Lower confidence limit on the progression score for the total cohort | -6 |
Cohort size | 87 |
Progressed | 79% |
Apprenticeships | 2% |
Higher Education | 76% |
Top third | 28% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 87 |
Progressed for academic/applied general cohort | 79% |
Progression score for academic/applied general cohort | 2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 10 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
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 | 73% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 127 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 111 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 12 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 82 |
Further education (level 3 and below) (All levels of study) (number of students) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) | 81 |
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) | 17 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 10 |
Activity not captured in data (All levels of study) (number of students) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 87% |
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) | 65% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 64% |
Other education destinations (All levels of study) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 13% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 8% |
Activity not captured in data (All levels of study) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 33 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 26 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
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) | 0 |
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) | 79% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 3% |
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) | 0% |
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) | 94 |
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) | 85 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 11 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 12% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 126 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 110 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 11 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 82 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 81 |
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) | 17 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 10 |
Activity not captured in data (Level 3) (number of students) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 87% |
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) | 65% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 64% |
Other education destinations (Level 3) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 13% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 8% |
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) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 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 | 2 |
Upper confidence limit on the progression score for the total cohort | 10 |
Lower confidence limit on the progression score for the total cohort | -6 |
Cohort size | 87 |
Progressed | 79% |
Apprenticeships | 2% |
Higher Education | 76% |
Top third | 28% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 87 |
Progressed for academic/applied general cohort | 79% |
Progression score for academic/applied general cohort | 2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 10 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
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 | 73% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |