For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1126 |
Number of girls on roll | 539 |
Number of boys on roll | 587 |
Percentage of girls on roll | 47.9 |
Percentage of boys on roll | 52.1 |
Number of eligible pupils with an EHC plan | 48 |
Percentage of eligible pupils with an EHC plan | 4.3 |
Number of eligible pupils with SEN support | 98 |
Percentage of eligible pupils with SEN support | 8.7 |
No. pupils where English not first language | 542 |
No. pupils with English first language | 569 |
No. pupils where first language is unclassified | 15 |
% pupils where English not first language | 48.1 |
% pupils with English first language | 50.5 |
No. pupils eligible for free school meals | 237 |
Number of pupils eligible for FSM at any time during the past 6 years | 221 |
Total pupils for FSMEver | 895 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 24.7 |
School address (1) | Kings Reach |
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School town | Slough |
School postcode | SL3 7UX |
School telephone number | 01753537594 |
School parliamentary constituency code | E14001477 |
School parliamentary constituency name | Slough |
Religious denomination | None |
Age range | 11-19 |
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 | NON SEL IN HIGHLY SEL AREA |
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) | 1126 |
Total boys on roll (including part-time pupils) | 587 |
Total girls on roll (including part-time pupils) | 539 |
Number of pupils at the end of key stage 4 | 177 |
Number of boys at the end of key stage 4 | 99 |
% of pupils at the end of key stage 4 who are boys | 55.90% |
Number of girls at the end of key stage 4 | 78 |
% of pupils at the end key stage 4 who are girls | 44.10% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.3 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 22 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 13.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 102 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 62.60% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 39 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 23.90% |
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) | 48 |
Percentage of key stage 2 disadvantaged pupils | 27.10% |
Number of key stage 2 pupils who are not disadvantaged | 129 |
Percentage of key stage 2 pupils who are not disadvantaged | 72.90% |
Number of eligible pupils with English as additional language (EAL) | 101 |
Percentage of eligible pupils with English as additional language (EAL) | 57.10% |
Number of eligible pupils with English as first language | 76 |
Percentage of eligible pupils with English as first language | 42.90% |
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 | 170 |
% of pupils at the end of key stage 4 who are non-mobile | 96.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 21 |
% 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 | 11.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 15 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 8.50% |
Total sum of Attainment 8 scores | 8671.5 |
Average Attainment 8 score per pupil | 49 |
Total sum of Attainment 8 scores for English element | 1846 |
Average Attainment 8 score per pupil for English element | 10.4 |
Total sum of Attainment 8 scores for mathematics element | 1694 |
Average Attainment 8 score per pupil for mathematics element | 9.6 |
Total sum of Attainment 8 scores for EBacc element | 2674.5 |
Average Attainment 8 score per pupil for EBacc element | 15.1 |
Total sum of Attainment 8 scores for open element | 2457 |
Average Attainment 8 score per pupil for open element | 13.9 |
Total sum of Attainment 8 scores for open element - GCSE only | 2378 |
Average Attainment 8 score per pupil for open element - GCSE only | 13.4 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 79 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.4 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
Average number of Open slots filled in Attainment 8 per pupil | 3 |
Number of pupils included in Progress 8 measure | 163 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 92% |
Progress 8 measure after adjustment for extreme scores | 0.06 |
Progress 8 lower 95% confidence interval for adjusted average | -0.15 |
Progress 8 upper 95% confidence interval for adjusted average | 0.28 |
Progress 8 measure based on unadjusted pupil scores | 0.03 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.19 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.25 |
Progress 8 measure for English element | 0.06 |
Lower 95% confidence interval for Progress 8 English element | -0.19 |
Upper 95% confidence interval for Progress 8 English element | 0.31 |
Progress 8 measure for mathematics element | -0.06 |
Lower 95% confidence interval for Progress 8 maths element | -0.29 |
Upper 95% confidence interval for Progress 8 maths element | 0.17 |
Progress 8 measure for EBacc element | 0.25 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.01 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.5 |
Progress 8 measure for open element | -0.14 |
Lower 95% confidence interval for Progress 8 open element | -0.39 |
Upper 95% confidence interval for Progress 8 open element | 0.11 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 76.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 49.70% |
Total EBacc APS score per pupil | 812.8 |
Average EBacc APS score per pupil | 4.59 |
Average EBacc APS score per disadvantaged pupil | 3.58 |
Average EBacc APS score per non-disadvantaged pupil | 4.97 |
Average EBacc APS score per pupil with low prior attainment | 2.87 |
Average EBacc APS score per pupil with middle prior attainment | 4.49 |
Average EBacc APS score per pupil with high prior attainment | 5.59 |
Average EBacc APS score per pupil for whom English is an additional language | 5.03 |
Average EBacc APS score per girl | 4.63 |
Average EBacc APS score per boy | 4.56 |
Average EBacc APS score per non-mobile pupil | 4.65 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 156 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 88.10% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 27.70% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 17.50% |
Number of pupils entering the English Baccalaureate English subject area | 173 |
% of pupils entering the English Baccalaureate English subject area | 97.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 174 |
% of pupils entering the English Baccalaureate Maths subject area | 98.30% |
Number of pupils entering the English Baccalaureate Science subject area | 174 |
% of pupils entering the English Baccalaureate Science subject area | 98.30% |
Number of pupils entering the English Baccalaureate Humanities subject area | 172 |
% of pupils entering the English Baccalaureate Humanities subject area | 97.20% |
Number of pupils entering the English Baccalaureate Language subject area | 156 |
% of pupils entering the English Baccalaureate Language subject area | 88.10% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 86.40% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 70.10% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 78.50% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 56.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 74.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 59.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 61.60% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 43.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 37.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 27.60% |
Number of pupils included in English Baccalaureate Science Value Added measure | 160 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 92% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 158 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 92% |
Number of pupils included in English Baccalaureate Language Value Added measure | 144 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 92% |
English Baccalaureate Science Value Added measure | 0.36 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.14 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.59 |
EBacc Humanities VA measure | -0.33 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.61 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.06 |
English Baccalaureate Languages Value Added measure | -1.26 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.58 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.94 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 153 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 124 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 139 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 100 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 129 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 103 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 106 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 74 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 58 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 43 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 150 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 84.70% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 173 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 97.70% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 173 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.70% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 173 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.40% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 168 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.70% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 152 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 97.40% |
Average Attainment 8 score per disadvantaged pupil | 39.4 |
Number of disadvantaged pupils in Progress 8 measure | 46 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.34 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.75 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.07 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.46 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.88 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.04 |
Average Attainment 8 score per non-disadvantaged pupil | 52.6 |
Number of non-disadvantaged pupils in Progress 8 measure | 117 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.22 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.03 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.48 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.22 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.04 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.48 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.8 |
Progress 8 measure for English element - disadvantaged pupils | -0.39 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.86 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.08 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.58 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.01 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.15 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.4 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.48 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.95 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.8 |
Progress 8 measure for open element - disadvantaged pupils | -0.41 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.87 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.06 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.1 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.24 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.05 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.53 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.3 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.14 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.13 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.41 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.5 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.53 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.23 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.83 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.7 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.04 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.33 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.25 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 11.2 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -10.6 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.5 |
Average Attainment 8 score per pupil with low prior attainment | 32.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 22 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.56 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.03 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.15 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.56 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.04 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.16 |
Average Attainment 8 score per pupil with middle prior attainment | 48 |
Number of pupils with middle prior attainment included in Progress 8 measure | 102 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.1 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.18 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.37 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.1 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.18 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.38 |
Average Attainment 8 score per pupil with high prior attainment | 59 |
Number of pupils with high prior attainment included in Progress 8 measure | 39 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.3 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.74 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.14 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.44 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.89 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.02 |
Average Attainment 8 score per pupil for whom English is an additional language | 52.5 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.9 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.4 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.7 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.5 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 14.3 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.2 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 91 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.31 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.02 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.6 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.29 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.01 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.59 |
Average Attainment 8 score per girl | 49.6 |
Average Attainment 8 score per girl for English element | 10.9 |
Average Attainment 8 score per girl for mathematics element | 9.1 |
Average Attainment 8 score per girl for EBacc element | 14.7 |
Average Attainment 8 score per girl for open element | 14.9 |
Average Attainment 8 score per girl - GCSE only | 14.8 |
Average Attainment 8 score per girl - non-GCSE only | 0.1 |
Number of girls included in Progress 8 measure | 72 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.12 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.21 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.44 |
Unadjusted Progress 8 measure - girls | 0.07 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.26 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.4 |
Average Attainment 8 score per boy | 48.5 |
Average Attainment 8 score per boy for English element | 10.1 |
Average Attainment 8 score per boy for mathematics element | 10 |
Average Attainment 8 score per boy for EBacc element | 15.4 |
Average Attainment 8 score per boy for open element | 13 |
Average Attainment 8 score per boy - GCSE only | 12.3 |
Average Attainment 8 score per boy - non-GCSE only | 0.7 |
Number of boys included in Progress 8 measure | 91 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | 0.02 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.27 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.31 |
Unadjusted Progress 8 measure - boys | 0 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.3 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.3 |
Average Attainment 8 score per non-mobile pupil | 49.6 |
Average Attainment 8 score per non-mobile pupil for English element | 10.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.7 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 15.3 |
Average Attainment 8 score per non-mobile pupil for open element | 14.1 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 13.6 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.5 |
Number of non-mobile pupils included in Progress 8 measure | 162 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | 0.09 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.13 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.3 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.05 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.17 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.28 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 14 |
EBacc entered % by low prior attainment | 63.60% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 13.60% |
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 | 93 |
EBacc entered % by middle prior attainment | 91.20% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 25.50% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 17.60% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 37 |
EBacc entered % by high prior attainment | 94.90% |
EBacc achieved % by high prior attainment - with 9-4 passes | 35.90% |
EBacc achieved % by high prior attainment - with 9-5 passes | 23.10% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 77.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 92.20% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 16.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 12.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 31.80% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 19.40% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.43 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.4 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.22 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.03 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.49 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.18 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.3 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.7 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.82 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.16 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.66 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.17 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.69 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.54 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.16 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.47 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.4 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.75 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.22 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.04 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.18 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.69 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.12 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.69 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.25 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.28 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.36 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.17 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.48 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.94 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.58 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.05 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.65 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.13 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.28 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.9 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.18 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.79 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.53 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.36 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.69 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.78 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.57 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.06 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.32 |
% of boys with entries in all English Baccalaureate subject areas | 85.90% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 18.20% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 9.10% |
% of girls with entries in all English Baccalaureate subject areas | 91.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 39.70% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 28.20% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 89.40% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 28.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 17.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 95.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 35.60% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 23.80% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 70.60% |
% of pupils achieving any qualifications | 98.90% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 62.50% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 81.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 9 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 40.90% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 80 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 78.40% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 35 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 89.70% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 76.80% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 75.60% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 82.20% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 77.10% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 27.10% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 58.10% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 50 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 49.00% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 28 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 71.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 47.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 52.60% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 57.40% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 50.00% |
% of pupils entering more than one language | 6.80% |
% of pupils entering biology, chemistry and physics | 33.90% |
Average number of KS4 entries per pupil | 9.1 |
Average number of KS4 entries per pupil with low prior attainment | 8.6 |
Average number of KS4 entries per pupil with middle prior attainment | 9.2 |
Average number of KS4 entries per pupil with high prior attainment | 9.1 |
Average number of KS4 entries per disadvantaged pupil | 8.5 |
Average number of KS4 entries per non-disadvantaged pupil | 9.4 |
Average number of GCSE entries per pupil | 8.7 |
Average number of GCSE entries per pupil with low prior attainment | 8.1 |
Average number of GCSE entries per pupil with middle prior attainment | 8.8 |
Average number of GCSE entries per pupil with high prior attainment | 8.8 |
Average number of GCSE entries per disadvantaged pupil | 8.1 |
Average number of GCSE entries per non-disadvantaged pupil | 9 |
Total volume of entries without discounting | 1617 |
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 | Average |
Number of pupils completing key stage 4 in 2020/21 | 178 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 173 |
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) | 133 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 98 |
Sixth form college (number of pupils) | 0 |
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) | 98% |
Apprenticeships (percentage) | 0% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 95% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 70% |
Sixth form college (percentage) | 0% |
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 | 38 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 36 |
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 140 |
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) | 137 |
Number of pupils completing key stage 4 in 2019/20 | 170 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 40 |
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 | 130 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of pupils completing key stage 4 in 2018/19 | 156 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 90% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 50 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 84% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 106 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 19 |
Upper confidence limit on the progression score for the total cohort | 28 |
Lower confidence limit on the progression score for the total cohort | 9 |
Cohort size | 85 |
Progressed | 87% |
Apprenticeships | 0% |
Higher Education | 85% |
Top third | 16% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 85 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 19 |
Upper confidence limit on the progression score for the academic/applied general cohort | 27 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 10 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 100% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 110 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 99 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 83 |
Further education (level 3 and below) (All levels of study) (number of students) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) | 81 |
Other education destinations (All levels of study) (number of students) | 2 |
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) | 8 |
Activity not captured in data (All levels of study) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 90% |
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) | 75% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 74% |
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) | 13% |
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) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 23 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 19 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 87 |
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) | 80 |
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) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 92% |
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) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 108 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 98 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 83 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 81 |
Other education destinations (Level 3) (number of students) | 2 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 13 |
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) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 77% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 75% |
Other education destinations (Level 3) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 12% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
Activity not captured in data (Level 3) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 19 |
Upper confidence limit on the progression score for the total cohort | 28 |
Lower confidence limit on the progression score for the total cohort | 9 |
Cohort size | 85 |
Progressed | 87% |
Apprenticeships | 0% |
Higher Education | 85% |
Top third | 16% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 85 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 19 |
Upper confidence limit on the progression score for the academic/applied general cohort | 27 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 10 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 100% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |