For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 371 |
Number of girls on roll | 109 |
Number of boys on roll | 262 |
Percentage of girls on roll | 29.4 |
Percentage of boys on roll | 70.6 |
Number of eligible pupils with an EHC plan | 14 |
Percentage of eligible pupils with an EHC plan | 3.8 |
Number of eligible pupils with SEN support | 4 |
Percentage of eligible pupils with SEN support | 1.1 |
No. pupils where English not first language | 2 |
No. pupils with English first language | 369 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 0.5 |
% pupils with English first language | 99.5 |
No. pupils eligible for free school meals | 96 |
Number of pupils eligible for FSM at any time during the past 6 years | 69 |
Total pupils for FSMEver | 276 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 25 |
School address (1) | Blackwood Road |
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School address (2) | Lillyhall |
School town | Workington |
School postcode | CA14 4JW |
School telephone number | 01900606446 |
School parliamentary constituency code | E14001583 |
School parliamentary constituency name | Whitehaven and Workington |
Religious denomination | None |
Age range | 14-19 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 371 |
Total boys on roll (including part-time pupils) | 262 |
Total girls on roll (including part-time pupils) | 109 |
Number of pupils at the end of key stage 4 | 125 |
Number of boys at the end of key stage 4 | 99 |
% of pupils at the end of key stage 4 who are boys | 79.20% |
Number of girls at the end of key stage 4 | 26 |
% of pupils at the end key stage 4 who are girls | 20.80% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 102.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 33 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 27.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 69 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 57.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 18 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 15.00% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 24 |
Percentage of key stage 2 disadvantaged pupils | 19.20% |
Number of key stage 2 pupils who are not disadvantaged | 101 |
Percentage of key stage 2 pupils who are not disadvantaged | 80.80% |
Number of eligible pupils with English as additional language (EAL) | 1 |
Percentage of eligible pupils with English as additional language (EAL) | 0.80% |
Number of eligible pupils with English as first language | 124 |
Percentage of eligible pupils with English as first language | 99.20% |
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 | 119 |
% of pupils at the end of key stage 4 who are non-mobile | 95.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.80% |
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 | 2 |
% 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 | 1.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 1 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 0.80% |
Total sum of Attainment 8 scores | 3435 |
Average Attainment 8 score per pupil | 27.5 |
Total sum of Attainment 8 scores for English element | 1021 |
Average Attainment 8 score per pupil for English element | 8.2 |
Total sum of Attainment 8 scores for mathematics element | 942 |
Average Attainment 8 score per pupil for mathematics element | 7.5 |
Total sum of Attainment 8 scores for EBacc element | 1018 |
Average Attainment 8 score per pupil for EBacc element | 8.1 |
Total sum of Attainment 8 scores for open element | 454 |
Average Attainment 8 score per pupil for open element | 3.6 |
Total sum of Attainment 8 scores for open element - GCSE only | 454 |
Average Attainment 8 score per pupil for open element - GCSE only | 3.6 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 0 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2 |
Average number of Open slots filled in Attainment 8 per pupil | 1 |
Number of pupils included in Progress 8 measure | 120 |
Number of pupils who have had P8 score adjusted in average | 3 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 96% |
Progress 8 measure after adjustment for extreme scores | -1.6 |
Progress 8 lower 95% confidence interval for adjusted average | -1.86 |
Progress 8 upper 95% confidence interval for adjusted average | -1.35 |
Progress 8 measure based on unadjusted pupil scores | -1.62 |
Progress 8 lower 95% confidence interval for unadjusted average | -1.87 |
Progress 8 upper 95% confidence interval for unadjusted average | -1.36 |
Progress 8 measure for English element | -0.65 |
Lower 95% confidence interval for Progress 8 English element | -0.94 |
Upper 95% confidence interval for Progress 8 English element | -0.36 |
Progress 8 measure for mathematics element | -0.56 |
Lower 95% confidence interval for Progress 8 maths element | -0.82 |
Upper 95% confidence interval for Progress 8 maths element | -0.29 |
Progress 8 measure for EBacc element | -1.48 |
Lower 95% confidence interval for Progress 8 EBacc element | -1.77 |
Upper 95% confidence interval for Progress 8 EBacc element | -1.18 |
Progress 8 measure for open element | -3.1 |
Lower 95% confidence interval for Progress 8 open element | -3.39 |
Upper 95% confidence interval for Progress 8 open element | -2.81 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 48.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 23.20% |
Total EBacc APS score per pupil | 330.95 |
Average EBacc APS score per pupil | 2.65 |
Average EBacc APS score per disadvantaged pupil | 2.42 |
Average EBacc APS score per non-disadvantaged pupil | 2.7 |
Average EBacc APS score per pupil with low prior attainment | 1.69 |
Average EBacc APS score per pupil with middle prior attainment | 2.85 |
Average EBacc APS score per pupil with high prior attainment | 3.34 |
Average EBacc APS score per pupil for whom English is an additional language | SUPP |
Average EBacc APS score per girl | 2.51 |
Average EBacc APS score per boy | 2.68 |
Average EBacc APS score per non-mobile pupil | 2.7 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0.00% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
Number of pupils entering the English Baccalaureate English subject area | 113 |
% of pupils entering the English Baccalaureate English subject area | 90.40% |
Number of pupils entering the English Baccalaureate Maths subject area | 124 |
% of pupils entering the English Baccalaureate Maths subject area | 99.20% |
Number of pupils entering the English Baccalaureate Science subject area | 124 |
% of pupils entering the English Baccalaureate Science subject area | 99.20% |
Number of pupils entering the English Baccalaureate Humanities subject area | 0 |
% of pupils entering the English Baccalaureate Humanities subject area | 0.00% |
Number of pupils entering the English Baccalaureate Language subject area | 0 |
% of pupils entering the English Baccalaureate Language subject area | 0.00% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 64.80% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 44.80% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 59.20% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 31.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 55.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 25.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | NE |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | NE |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | NE |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | NE |
Number of pupils included in English Baccalaureate Science Value Added measure | 119 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 96% |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | NE |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | NE |
English Baccalaureate Science Value Added measure | -0.29 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.55 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.03 |
EBacc Humanities VA measure | NE |
English Baccalaureate Humanities Value Added lower 95% confidence limit | NE |
English Baccalaureate Humanities Value Added upper 95% confidence limit | NE |
English Baccalaureate Languages Value Added measure | NE |
English Baccalaureate Languages Value Added lower 95% confidence limit | NE |
English Baccalaureate Languages Value Added upper 95% confidence limit | NE |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 81 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 56 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 74 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 39 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 69 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 31 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | NE |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | NE |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | NE |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | NE |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 0 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 0.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 112 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 89.60% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 123 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.40% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 124 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | NE |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | NE |
Number of pupils achieving EBacc Language subject area with grades 9-1 | NE |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | NE |
Average Attainment 8 score per disadvantaged pupil | 25.5 |
Number of disadvantaged pupils in Progress 8 measure | 23 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.57 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.15 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.99 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.57 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.16 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.98 |
Average Attainment 8 score per non-disadvantaged pupil | 27.9 |
Number of non-disadvantaged pupils in Progress 8 measure | 97 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -1.61 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -1.89 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -1.33 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -1.63 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -1.91 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -1.34 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.3 |
Progress 8 measure for English element - disadvantaged pupils | -0.42 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.07 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.24 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.3 |
Progress 8 measure for maths element - disadvantaged pupils | -0.92 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.53 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.32 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 7.4 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.44 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -2.1 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.77 |
Average Attainment 8 score per disadvantaged pupil for open element | 3.5 |
Progress 8 measure for open element - disadvantaged pupils | -2.9 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -3.56 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.23 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 8.1 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.71 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -1.03 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.39 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 7.8 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.47 |
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 | -0.17 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 8.3 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -1.48 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -1.81 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -1.16 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 3.7 |
Progress 8 measure for open element - non-disadvantaged pupils | -3.15 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -3.47 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -2.83 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 3.5 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 3.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -24.5 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.73 |
Average Attainment 8 score per pupil with low prior attainment | 17.5 |
Number of pupils with low prior attainment included in Progress 8 measure | 33 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -1.02 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.51 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.54 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -1.02 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.52 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.53 |
Average Attainment 8 score per pupil with middle prior attainment | 29.5 |
Number of pupils with middle prior attainment included in Progress 8 measure | 69 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -1.56 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.89 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.22 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -1.56 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.9 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.22 |
Average Attainment 8 score per pupil with high prior attainment | 34.8 |
Number of pupils with high prior attainment included in Progress 8 measure | 18 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - pupils with high prior attainment | -2.85 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -3.5 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -2.19 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -2.93 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -3.59 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -2.26 |
Average Attainment 8 score per pupil for whom English is an additional language | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for English element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for open element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | SUPP |
Number of pupils for whom English is an additional language included in Progress 8 measure | SUPP |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | SUPP |
Adjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Average Attainment 8 score per girl | 27.7 |
Average Attainment 8 score per girl for English element | 9.2 |
Average Attainment 8 score per girl for mathematics element | 6.3 |
Average Attainment 8 score per girl for EBacc element | 7.5 |
Average Attainment 8 score per girl for open element | 4.7 |
Average Attainment 8 score per girl - GCSE only | 4.7 |
Average Attainment 8 score per girl - non-GCSE only | 0 |
Number of girls included in Progress 8 measure | 25 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | -1.68 |
Adjusted Progress 8 lower 95% confidence interval - girls | -2.24 |
Adjusted Progress 8 upper 95% confidence interval - girls | -1.13 |
Unadjusted Progress 8 measure - girls | -1.7 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -2.27 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -1.14 |
Average Attainment 8 score per boy | 27.4 |
Average Attainment 8 score per boy for English element | 7.9 |
Average Attainment 8 score per boy for mathematics element | 7.9 |
Average Attainment 8 score per boy for EBacc element | 8.3 |
Average Attainment 8 score per boy for open element | 3.4 |
Average Attainment 8 score per boy - GCSE only | 3.4 |
Average Attainment 8 score per boy - non-GCSE only | 0 |
Number of boys included in Progress 8 measure | 95 |
Number of boys in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - boys | -1.58 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.87 |
Adjusted Progress 8 upper 95% confidence interval - boys | -1.3 |
Unadjusted Progress 8 measure - boys | -1.59 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.88 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -1.3 |
Average Attainment 8 score per non-mobile pupil | 28 |
Average Attainment 8 score per non-mobile pupil for English element | 8.3 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.7 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 8.3 |
Average Attainment 8 score per non-mobile pupil for open element | 3.7 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 3.7 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
Number of non-mobile pupils included in Progress 8 measure | 114 |
Number of non-mobile pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-mobile pupils | -1.61 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.87 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.35 |
Unadjusted Progress 8 measure - non-mobile pupils | -1.62 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.89 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.36 |
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 | 0 |
EBacc entered % by middle prior attainment | 0.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 0.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 0.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 0 |
EBacc entered % by high prior attainment | 0.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 0.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 0.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
% 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 | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.06 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.15 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.43 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.32 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.28 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | NE |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | NE |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.29 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.93 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.01 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.57 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.56 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.45 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.19 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.49 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.75 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -2.1 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | NE |
% of boys with entries in all English Baccalaureate subject areas | 0.00% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 0.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 0.00% |
% of girls with entries in all English Baccalaureate subject areas | 0.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 0.00% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 0.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 0.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | SUPP |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 2.40% |
% of pupils achieving any qualifications | 99.20% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 41.70% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 49.50% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 6.10% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 38 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 55.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 15 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 83.30% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 51.50% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 34.60% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 50.40% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 12.50% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 25.70% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 16 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 23.20% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 9 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 50.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 24.20% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 19.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 24.40% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 0.00% |
Average number of KS4 entries per pupil | 4 |
Average number of KS4 entries per pupil with low prior attainment | 3.6 |
Average number of KS4 entries per pupil with middle prior attainment | 4.1 |
Average number of KS4 entries per pupil with high prior attainment | 4.2 |
Average number of KS4 entries per disadvantaged pupil | 3.9 |
Average number of KS4 entries per non-disadvantaged pupil | 4 |
Average number of GCSE entries per pupil | 4 |
Average number of GCSE entries per pupil with low prior attainment | 3.6 |
Average number of GCSE entries per pupil with middle prior attainment | 4.1 |
Average number of GCSE entries per pupil with high prior attainment | 4.2 |
Average number of GCSE entries per disadvantaged pupil | 3.9 |
Average number of GCSE entries per non-disadvantaged pupil | 4 |
Total volume of entries without discounting | 500 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | SUPP |
Number of pupils completing key stage 4 in 2020/21 | 103 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 94 |
Apprenticeships (number of pupils) | 9 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 3 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 50 |
Further education (number of pupils) | 22 |
School sixth form (number of pupils) | 28 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
Apprenticeships (percentage) | 14% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 77% |
Further education (percentage) | 34% |
School sixth form (percentage) | 43% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 38 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 32 |
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 | 65 |
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) | 62 |
Number of pupils completing key stage 4 in 2019/20 | 100 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 26 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 81% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 74 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of pupils completing key stage 4 in 2018/19 | 78 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 24 |
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 | 54 |
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 | -10 |
Upper confidence limit on the progression score for the total cohort | 4 |
Lower confidence limit on the progression score for the total cohort | -24 |
Cohort size | 33 |
Progressed | 48% |
Apprenticeships | 30% |
Higher Education | 18% |
Top third | 3% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 13 |
Progressed for academic/applied general cohort | 77% |
Progression score for academic/applied general cohort | 3 |
Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -18 |
Cohort size for TLEV cohort | 20 |
Progressed for TLEV cohort | 30% |
Score for TLEV cohort | -19 |
Upper confidence limit on the progression score for the TLEV cohort | 2 |
Lower confidence limit on the progression score for the TLEV cohort | -40 |
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 | SUPP |
Apprenticeships for disadvantaged students | SUPP |
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) | 75 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 59 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 34 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 11 |
Further education (level 3 and below) (All levels of study) (number of students) | 3 |
Higher education (level 4 and above) (All levels of study) (number of students) | 8 |
Other education destinations (All levels of study) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 12 |
Activity not captured in data (All levels of study) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 79% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 45% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 15% |
Further education (level 3 and below) (All levels of study) (percentage) | 4% |
Higher education (level 4 and above) (All levels of study) (percentage) | 11% |
Other education destinations (All levels of study) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 19% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 16% |
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) | 13 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 11 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 4 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
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) | 1 |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 6 |
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) | 85% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 31% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 8% |
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) | 8% |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 46% |
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) | 62 |
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) | 48 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 30 |
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) | 10 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
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) | 8 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 77% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 48% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 16% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 5% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 11% |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 13% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 63 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 53 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 31 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 11 |
Further education (level 3 and below) (Level 3) (number of students) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) | 8 |
Other education destinations (Level 3) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
Activity not captured in data (Level 3) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 84% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 49% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 17% |
Further education (level 3 and below) (Level 3) (percentage) | 5% |
Higher education (level 4 and above) (Level 3) (percentage) | 13% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 17% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 13% |
Activity not captured in data (Level 3) (percentage) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 9 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 1 |
Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 4 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 40% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 10% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 10% |
Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 40% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 10% |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 53 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 44 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 27 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 10 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 7 |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 7 |
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) | 7 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 51% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 19% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 6% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 13% |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 13% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 13% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 9 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 4 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | 0 |
Further education (level 3 and below) (Level 2) (number of students) | 0 |
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) | 1 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 4 |
Activity not captured in data (Level 2) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 44% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 33% |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 0% |
Further education (level 3 and below) (Level 2) (percentage) | 0% |
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) | 11% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 44% |
Activity not captured in data (Level 2) (percentage) | 11% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | 2 |
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) | 0 |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | 0 |
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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | 0% |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | 0% |
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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | 7 |
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) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | 0 |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | 0 |
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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | 43% |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | 0% |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | 0% |
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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | 2 |
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 | -10 |
Upper confidence limit on the progression score for the total cohort | 4 |
Lower confidence limit on the progression score for the total cohort | -24 |
Cohort size | 33 |
Progressed | 48% |
Apprenticeships | 30% |
Higher Education | 18% |
Top third | 3% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 13 |
Progressed for academic/applied general cohort | 77% |
Progression score for academic/applied general cohort | 3 |
Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -18 |
Cohort size for TLEV cohort | 20 |
Progressed for TLEV cohort | 30% |
Score for TLEV cohort | -19 |
Upper confidence limit on the progression score for the TLEV cohort | 2 |
Lower confidence limit on the progression score for the TLEV cohort | -40 |
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 | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |