Beal High School
Secondary Academy school in Ilford IG4 5LP
Secondary Academy school in Ilford IG4 5LP
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 2628 |
| Number of girls on roll | 1205 |
| Number of boys on roll | 1423 |
| Percentage of girls on roll | 45.9 |
| Percentage of boys on roll | 54.1 |
| Number of eligible pupils with an EHC plan | 86 |
| Percentage of eligible pupils with an EHC plan | 3.3 |
| Number of eligible pupils with SEN support | 180 |
| Percentage of eligible pupils with SEN support | 6.8 |
| No. pupils where English not first language | 916 |
| No. pupils with English first language | 1709 |
| No. pupils where first language is unclassified | 3 |
| % pupils where English not first language | 34.9 |
| % pupils with English first language | 65 |
| No. pupils eligible for free school meals | 410 |
| Number of pupils eligible for FSM at any time during the past 6 years | 324 |
| Total pupils for FSMEver | 1790 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 18.1 |
| School address (1) | Woodford Bridge Road |
|---|---|
| School town | Ilford |
| School postcode | IG4 5LP |
| School telephone number | 02085514954 |
| School parliamentary constituency code | E14001300 |
| School parliamentary constituency name | Ilford North |
| Religious denomination | Does not apply |
| 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) | 2628 |
| Total boys on roll (including part-time pupils) | 1423 |
| Total girls on roll (including part-time pupils) | 1205 |
| Number of pupils at the end of key stage 4 | 356 |
| Number of boys at the end of key stage 4 | 183 |
| % of pupils at the end of key stage 4 who are boys | 51.40% |
| Number of girls at the end of key stage 4 | 173 |
| % of pupils at the end key stage 4 who are girls | 48.60% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.9 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 48 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 14.40% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 188 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56.50% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 97 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 29.10% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 61 |
| Percentage of key stage 2 disadvantaged pupils | 17.10% |
| Number of key stage 2 pupils who are not disadvantaged | 295 |
| Percentage of key stage 2 pupils who are not disadvantaged | 82.90% |
| Number of eligible pupils with English as additional language (EAL) | 88 |
| Percentage of eligible pupils with English as additional language (EAL) | 24.70% |
| Number of eligible pupils with English as first language | 268 |
| Percentage of eligible pupils with English as first language | 75.30% |
| 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 | 346 |
| % of pupils at the end of key stage 4 who are non-mobile | 97.20% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 15 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4.20% |
| 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 | 34 |
| % 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 | 9.60% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 19 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 5.30% |
| Total sum of Attainment 8 scores | 19737 |
| Average Attainment 8 score per pupil | 55.4 |
| Total sum of Attainment 8 scores for English element | 4212 |
| Average Attainment 8 score per pupil for English element | 11.8 |
| Total sum of Attainment 8 scores for mathematics element | 4122 |
| Average Attainment 8 score per pupil for mathematics element | 11.6 |
| Total sum of Attainment 8 scores for EBacc element | 5865.5 |
| Average Attainment 8 score per pupil for EBacc element | 16.5 |
| Total sum of Attainment 8 scores for open element | 5537.5 |
| Average Attainment 8 score per pupil for open element | 15.6 |
| Total sum of Attainment 8 scores for open element - GCSE only | 5503 |
| Average Attainment 8 score per pupil for open element - GCSE only | 15.5 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 34.5 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0.1 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
| Number of pupils included in Progress 8 measure | 333 |
| 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 | 94% |
| Progress 8 measure after adjustment for extreme scores | 0.62 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.47 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.77 |
| Progress 8 measure based on unadjusted pupil scores | 0.62 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.47 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.78 |
| Progress 8 measure for English element | 0.68 |
| Lower 95% confidence interval for Progress 8 English element | 0.51 |
| Upper 95% confidence interval for Progress 8 English element | 0.86 |
| Progress 8 measure for mathematics element | 0.91 |
| Lower 95% confidence interval for Progress 8 maths element | 0.75 |
| Upper 95% confidence interval for Progress 8 maths element | 1.07 |
| Progress 8 measure for EBacc element | 0.66 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.48 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.83 |
| Progress 8 measure for open element | 0.35 |
| Lower 95% confidence interval for Progress 8 open element | 0.18 |
| Upper 95% confidence interval for Progress 8 open element | 0.53 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 81.50% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 68.00% |
| Total EBacc APS score per pupil | 1841.2 |
| Average EBacc APS score per pupil | 5.17 |
| Average EBacc APS score per disadvantaged pupil | 4.32 |
| Average EBacc APS score per non-disadvantaged pupil | 5.35 |
| Average EBacc APS score per pupil with low prior attainment | 3.05 |
| Average EBacc APS score per pupil with middle prior attainment | 5.03 |
| Average EBacc APS score per pupil with high prior attainment | 6.62 |
| Average EBacc APS score per pupil for whom English is an additional language | 5.01 |
| Average EBacc APS score per girl | 5.41 |
| Average EBacc APS score per boy | 4.95 |
| Average EBacc APS score per non-mobile pupil | 5.16 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 321 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 90.20% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 39.00% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 22.50% |
| Number of pupils entering the English Baccalaureate English subject area | 351 |
| % of pupils entering the English Baccalaureate English subject area | 98.60% |
| Number of pupils entering the English Baccalaureate Maths subject area | 352 |
| % of pupils entering the English Baccalaureate Maths subject area | 98.90% |
| Number of pupils entering the English Baccalaureate Science subject area | 348 |
| % of pupils entering the English Baccalaureate Science subject area | 97.80% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 348 |
| % of pupils entering the English Baccalaureate Humanities subject area | 97.80% |
| Number of pupils entering the English Baccalaureate Language subject area | 322 |
| % of pupils entering the English Baccalaureate Language subject area | 90.40% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 88.80% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 80.10% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 85.70% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 73.30% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 82.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 66.40% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 74.70% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 61.20% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 47.80% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 30.10% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 326 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 94% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 326 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 94% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 304 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 94% |
| English Baccalaureate Science Value Added measure | 0.63 |
| English Baccalaureate Science Value Added lower 95% confidence limit | 0.47 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.79 |
| EBacc Humanities VA measure | 0.42 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.22 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.61 |
| English Baccalaureate Languages Value Added measure | -1.24 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -1.46 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -1.02 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 316 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 285 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 305 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 261 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 286 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 231 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 260 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 213 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 154 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 97 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 291 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 81.70% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 350 |
| % 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 | 351 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.60% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 342 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.30% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 343 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.60% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 297 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 92.20% |
| Average Attainment 8 score per disadvantaged pupil | 47.2 |
| Number of disadvantaged pupils in Progress 8 measure | 55 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | 0.38 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0.01 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.75 |
| Unadjusted Progress 8 measure - disadvantaged pupils | 0.38 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | 0 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.76 |
| Average Attainment 8 score per non-disadvantaged pupil | 57.1 |
| Number of non-disadvantaged pupils in Progress 8 measure | 278 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.67 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.5 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.83 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.67 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.5 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.84 |
| Average Attainment 8 score per disadvantaged pupil for English element | 10.4 |
| Progress 8 measure for English element - disadvantaged pupils | 0.46 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.04 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.89 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 9.8 |
| Progress 8 measure for maths element - disadvantaged pupils | 0.69 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.3 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 1.09 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 13.6 |
| Progress 8 measure for EBacc element - disadvantaged pupils | 0.3 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.13 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.74 |
| Average Attainment 8 score per disadvantaged pupil for open element | 13.5 |
| Progress 8 measure for open element - disadvantaged pupils | 0.19 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.24 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.62 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 12.1 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.73 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.54 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.92 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 11.9 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.95 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.77 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.12 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 17.1 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.73 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.54 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.92 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 16 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.38 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.19 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.57 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 13.4 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 15.9 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.1 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -2.8 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.22 |
| Average Attainment 8 score per pupil with low prior attainment | 34.9 |
| Number of pupils with low prior attainment included in Progress 8 measure | 48 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.72 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.32 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.12 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.72 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.31 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.13 |
| Average Attainment 8 score per pupil with middle prior attainment | 54.3 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 188 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.71 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.51 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.91 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.71 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.51 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.92 |
| Average Attainment 8 score per pupil with high prior attainment | 69.5 |
| Number of pupils with high prior attainment included in Progress 8 measure | 97 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.4 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.12 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.68 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.4 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.11 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.68 |
| Average Attainment 8 score per pupil for whom English is an additional language | 53.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 11 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.7 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 14.6 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.1 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 75 |
| 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 | 0.83 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.51 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.15 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.83 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.51 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.16 |
| Average Attainment 8 score per girl | 58.1 |
| Average Attainment 8 score per girl for English element | 12.8 |
| Average Attainment 8 score per girl for mathematics element | 11.5 |
| Average Attainment 8 score per girl for EBacc element | 16.9 |
| Average Attainment 8 score per girl for open element | 16.8 |
| Average Attainment 8 score per girl - GCSE only | 16.8 |
| Average Attainment 8 score per girl - non-GCSE only | 0.1 |
| Number of girls included in Progress 8 measure | 161 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 0.73 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.51 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.95 |
| Unadjusted Progress 8 measure - girls | 0.73 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.51 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.96 |
| Average Attainment 8 score per boy | 53 |
| Average Attainment 8 score per boy for English element | 10.9 |
| Average Attainment 8 score per boy for mathematics element | 11.6 |
| Average Attainment 8 score per boy for EBacc element | 16 |
| Average Attainment 8 score per boy for open element | 14.4 |
| Average Attainment 8 score per boy - GCSE only | 14.2 |
| Average Attainment 8 score per boy - non-GCSE only | 0.1 |
| Number of boys included in Progress 8 measure | 172 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | 0.51 |
| Adjusted Progress 8 lower 95% confidence interval - boys | 0.3 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.73 |
| Unadjusted Progress 8 measure - boys | 0.51 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | 0.3 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.73 |
| Average Attainment 8 score per non-mobile pupil | 55.4 |
| Average Attainment 8 score per non-mobile pupil for English element | 11.8 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 11.6 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 16.5 |
| Average Attainment 8 score per non-mobile pupil for open element | 15.6 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 15.5 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.1 |
| Number of non-mobile pupils included in Progress 8 measure | 327 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.64 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.48 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.79 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.64 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.48 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.79 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 36 |
| EBacc entered % by low prior attainment | 75.00% |
| 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 | 174 |
| EBacc entered % by middle prior attainment | 92.60% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 30.30% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 16.50% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 93 |
| EBacc entered % by high prior attainment | 95.90% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 76.30% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 46.40% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 83.60% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 91.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 26.20% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 9.80% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 41.70% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 25.10% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.82 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.67 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.45 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.28 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.69 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.68 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.49 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.16 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.13 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.47 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.3 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.23 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.24 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.29 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.24 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.68 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.11 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.86 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.52 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.27 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.38 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.88 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.47 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.74 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.16 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.61 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.35 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.68 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.26 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.22 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.13 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.75 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.24 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.51 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.2 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.72 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.86 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.47 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.67 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.93 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.94 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.53 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.84 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.64 |
| % of boys with entries in all English Baccalaureate subject areas | 88.00% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 30.60% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 16.40% |
| % of girls with entries in all English Baccalaureate subject areas | 92.50% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 48.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 28.90% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 90.50% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 38.40% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 22.30% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 87.50% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 36.40% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 18.20% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 75.30% |
| % of pupils achieving any qualifications | 99.40% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 70.50% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 83.70% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 21 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 43.80% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 158 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 84.00% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 95 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.90% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 77.00% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 86.10% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 73.90% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 81.50% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 50.80% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 71.50% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 10 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 20.80% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 130 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 69.10% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 91 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 93.80% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 62.30% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 74.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 60.20% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 67.60% |
| % of pupils entering more than one language | 3.10% |
| % of pupils entering biology, chemistry and physics | 23.60% |
| Average number of KS4 entries per pupil | 8.4 |
| Average number of KS4 entries per pupil with low prior attainment | 7.2 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.4 |
| Average number of KS4 entries per pupil with high prior attainment | 9 |
| Average number of KS4 entries per disadvantaged pupil | 7.8 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.5 |
| Average number of GCSE entries per pupil | 8.3 |
| Average number of GCSE entries per pupil with low prior attainment | 7.1 |
| Average number of GCSE entries per pupil with middle prior attainment | 8.3 |
| Average number of GCSE entries per pupil with high prior attainment | 8.9 |
| Average number of GCSE entries per disadvantaged pupil | 7.8 |
| Average number of GCSE entries per non-disadvantaged pupil | 8.4 |
| Total volume of entries without discounting | 2996 |
| 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 | Well above average |
| Number of pupils completing key stage 4 in 2020/21 | 357 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 350 |
| Apprenticeships (number of pupils) | 0 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 4 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 284 |
| Further education (number of pupils) | 19 |
| School sixth form (number of pupils) | 256 |
| 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) | 99% |
| Apprenticeships (percentage) | 0% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 1% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 98% |
| Further education (percentage) | 7% |
| School sixth form (percentage) | 88% |
| 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 | 66 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 62 |
| Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 291 |
| Pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) staying in education or employment for at least two terms after key stage 4 (number of pupils) | 288 |
| Number of pupils completing key stage 4 in 2019/20 | 351 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 69 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 282 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
| Number of pupils completing key stage 4 in 2018/19 | 359 |
| 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 | 68 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 291 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 99% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 15 |
| Upper confidence limit on the progression score for the total cohort | 19 |
| Lower confidence limit on the progression score for the total cohort | 10 |
| Cohort size | 338 |
| Progressed | 90% |
| Apprenticeships | 2% |
| Higher Education | 86% |
| Top third | 33% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 318 |
| Progressed for academic/applied general cohort | 90% |
| Progression score for academic/applied general cohort | 14 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 18 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 9 |
| Cohort size for TLEV cohort | 19 |
| Progressed for TLEV cohort | 84% |
| Score for TLEV cohort | 40 |
| Upper confidence limit on the progression score for the TLEV cohort | 62 |
| Lower confidence limit on the progression score for the TLEV cohort | 17 |
| Cohort size for other level 3 qualifications cohort | 1 |
| Progressed for other level 3 qualifications cohort | SUPP |
| Score for other level 3 qualifications cohort | SUPP |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Progressed for disadvantaged students | 85% |
| Apprenticeships for disadvantaged students | 3% |
| HE for disadvantaged students | 82% |
| Top third for disadvantaged students | 22% |
| Higher technical for disadvantaged students | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 439 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 388 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 8 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 350 |
| Further education (level 3 and below) (All levels of study) (number of students) | 7 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 333 |
| Other education destinations (All levels of study) (number of students) | 10 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 30 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 31 |
| Activity not captured in data (All levels of study) (number of students) | 20 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 88% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 2% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 80% |
| Further education (level 3 and below) (All levels of study) (percentage) | 2% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 76% |
| 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) | 7% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
| 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) | 96 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 79 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 71 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 1 |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 68 |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 2 |
| 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) | 9 |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 8 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 82% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 74% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | 71% |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 2% |
| 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) | 9% |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 8% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 343 |
| 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) | 309 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 279 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 6 |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 265 |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 8 |
| 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) | 22 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 12 |
| 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) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 81% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 77% |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
| 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) | 6% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 422 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 380 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 6 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 345 |
| Further education (level 3 and below) (Level 3) (number of students) | 3 |
| Higher education (level 4 and above) (Level 3) (number of students) | 333 |
| Other education destinations (Level 3) (number of students) | 9 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 29 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 25 |
| Activity not captured in data (Level 3) (number of students) | 17 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 90% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 1% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 82% |
| Further education (level 3 and below) (Level 3) (percentage) | 1% |
| Higher education (level 4 and above) (Level 3) (percentage) | 79% |
| Other education destinations (Level 3) (percentage) | 2% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
| Activity not captured in data (Level 3) (percentage) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 92 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 78 |
| 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) | 70 |
| 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) | 68 |
| 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) | 8 |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | 6 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 85% |
| 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) | 76% |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 74% |
| 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) | 9% |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | 7% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 330 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 302 |
| 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) | 275 |
| 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) | 265 |
| 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) | 17 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 11 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 92% |
| 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) | 83% |
| 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) | 80% |
| 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) | 5% |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 6 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 3 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 1 |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | 2 |
| Further education (level 3 and below) (Level 2) (number of students) | 2 |
| Higher education (level 4 and above) (Level 2) (number of students) | 0 |
| Other education destinations (Level 2) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 0 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 1 |
| Activity not captured in data (Level 2) (number of students) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 50% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 17% |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 33% |
| Further education (level 3 and below) (Level 2) (percentage) | 33% |
| Higher education (level 4 and above) (Level 2) (percentage) | 0% |
| Other education destinations (Level 2) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 0% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 17% |
| Activity not captured in data (Level 2) (percentage) | 33% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | 3 |
| 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) | 0 |
| Other education destinations (Level 2) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | 0 |
| 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) | 0% |
| Other education destinations (Level 2) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | 0% |
| 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) | 3 |
| 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) | 0 |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | 0 |
| 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) | 0% |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | 0% |
| 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) | 11 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 5 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 1 |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 3 |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | 2 |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
| Other education destinations (L1, entry level and other) (number of students) | 1 |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 1 |
| 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) | 5 |
| Activity not captured in data (L1, entry level and other) (number of students) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 45% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 9% |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 27% |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | 18% |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
| Other education destinations (L1, entry level and other) (percentage) | 9% |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 9% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 45% |
| Activity not captured in data (L1, entry level and other) (percentage) | 9% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
| 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) | 0% |
| 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) | 10 |
| 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) | 0 |
| 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) | 0% |
| 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 | 15 |
| Upper confidence limit on the progression score for the total cohort | 19 |
| Lower confidence limit on the progression score for the total cohort | 10 |
| Cohort size | 338 |
| Progressed | 90% |
| Apprenticeships | 2% |
| Higher Education | 86% |
| Top third | 33% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 318 |
| Progressed for academic/applied general cohort | 90% |
| Progression score for academic/applied general cohort | 14 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 18 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 9 |
| Cohort size for TLEV cohort | 19 |
| Progressed for TLEV cohort | 84% |
| Score for TLEV cohort | 40 |
| Upper confidence limit on the progression score for the TLEV cohort | 62 |
| Lower confidence limit on the progression score for the TLEV cohort | 17 |
| Cohort size for other level 3 qualifications cohort | 1 |
| Progressed for other level 3 qualifications cohort | SUPP |
| Score for other level 3 qualifications cohort | SUPP |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Progressed for disadvantaged students | 85% |
| Apprenticeships for disadvantaged students | 3% |
| HE for disadvantaged students | 82% |
| Top third for disadvantaged students | 22% |
| Higher technical for disadvantaged students | 0% |