For the 2023/2024 academic year
Type of school | State-funded secondary |
---|---|
Total number of pupils on roll | 747 |
Number of girls on roll | 405 |
Number of boys on roll | 342 |
Percentage of girls on roll | 54.2 |
Percentage of boys on roll | 45.8 |
Number of eligible pupils with an EHC plan | 18 |
Percentage of eligible pupils with an EHC plan | 2.4 |
Number of eligible pupils with SEN support | 127 |
Percentage of eligible pupils with SEN support | 17 |
No. pupils where English not first language | 59 |
No. pupils with English first language | 631 |
No. pupils where first language is unclassified | 57 |
% pupils where English not first language | 7.9 |
% pupils with English first language | 84.5 |
No. pupils eligible for free school meals | 133 |
Number of pupils eligible for FSM at any time during the past 6 years | 132 |
Total pupils for FSMEver | 712 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 18.5 |
Alphabetic index | 12904 |
---|---|
School address (1) | Birmingham Road |
School town | Kidderminster |
School postcode | DY10 2BY |
School telephone number | 1562822929 |
School parliamentary constituency code | E14001601 |
School parliamentary constituency name | Wyre Forest |
Converter academy: URN | 0 |
Religious denomination | None |
Age range | 4-18 |
School published in secondary school (key stage 4) performance tables | 0 |
School published in school and college (key stage 5) performance tables | 0 |
Total number of pupils (including part-time pupils) | 747 |
Number of pupils aged 11 | 47 |
Published eligible pupil number | 50 |
Eligible boys on school roll at time of tests | 28 |
Eligible girls on school roll at time of tests | 22 |
Percentage of eligible boys on school roll at time of tests | 56% |
Percentage of eligible girls on school roll at time of tests | 44% |
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) | 11 |
Percentage of key stage 2 disadvantaged pupils | 22% |
Number of key stage 2 pupils who are not disadvantaged | 39 |
Percentage of key stage 2 pupils who are not disadvantaged | 78% |
Number of eligible pupils with English as additional language (EAL) | 3 |
Percentage of eligible pupils with English as additional language (EAL) | 6% |
Number of eligible pupils classified as non-mobile | 47 |
Percentage of eligible pupils classified as non-mobile | 94% |
Percentage of pupils reaching the expected standard in reading, writing and maths | 50% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 2% |
Percentage of pupils reaching the expected standard in reading | 68% |
Percentage of pupils achieving a high score in reading | 24% |
Percentage of pupils absent from or not able to access the test in reading | 2% |
Average scaled score in reading | 104 |
Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 76% |
Percentage of pupils achieving a high score in grammar, punctuation and spelling | 36% |
Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 2% |
Average scaled score in grammar, punctuation and spelling | 105 |
Percentage of pupils reaching the expected standard in maths | 66% |
Percentage of pupils achieving a high score in maths | 18% |
Percentage of pupils absent from or not able to access the test in maths | 2% |
Average scaled score in maths | 103 |
Percentage of pupils reaching the expected standard in writing | 60% |
Percentage of pupils working at greater depth within the expected standard in writing | 2% |
Percentage of pupils working towards the expected standard in writing | 18% |
Percentage of pupils absent or disapplied in writing TA | 2% |
Percentage of pupils reaching the expected standard in science TA | 72% |
Percentage of pupils absent or disapplied in science TA | 2% |
Percentage of boys reaching the expected standard in reading, writing and maths | 50% |
Percentage of girls reaching the expected standard in reading, writing and maths | 50% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 18% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 59% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -49 |
Percentage of EAL pupils reaching the expected standard in reading, writing and maths | SUPP |
Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 49% |
Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 0% |
Percentage of girls reaching the HIGHected standard in reading, writing and maths | 5% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -10 |
Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 2% |
Average scaled score in reading for boys | 105 |
Average scaled score in reading for girls | 104 |
Average scaled score in reading for disadvantaged pupils | 99 |
Average scaled score in reading for non-disadvantaged pupils | 106 |
Average scaled score in reading for EAL pupils | SUPP |
Average scaled score in reading for MOBN pupils | 104 |
Average scaled score in maths for boys | 104 |
Average scaled score in maths for girls | 103 |
Average scaled score in maths for disadvantaged pupils | 97 |
Average scaled score in maths for non-disadvantaged pupils | 105 |
Average scaled score in maths for EAL pupils | SUPP |
Average scaled score in maths for MOBN pupils | 103 |
Average scaled score in GPS for boys | 106 |
Average scaled score in GPS for girls | 104 |
Average scaled score in GPS for disadvantaged pupils | 100 |
Average scaled score in GPS for non-disadvantaged pupils | 107 |
Average scaled score in GPS for EAL pupils | SUPP |
Average scaled score in GPS for MOBN pupils | 105 |
Percentage of disadvantaged pupils reaching the expected standard in reading | 45% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading | 74% |
Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 45% |
Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 85% |
Percentage of disadvantaged pupils reaching the expected standard in maths | 27% |
Percentage of non-disadvantaged pupils reaching the expected standard in maths | 77% |
Percentage of disadvantaged pupils reaching the expected standard in writing | 36% |
Percentage of non-disadvantaged pupils reaching the expected standard in writing | 67% |
Percentage of disadvantaged pupils achieving a high score in reading | 9% |
Percentage of non-disadvantaged pupils achieving a high score in reading | 28% |
Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 18% |
Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 41% |
Percentage of disadvantaged pupils achieving a high score in maths | 9% |
Percentage of non-disadvantaged pupils achieving a high score in maths | 21% |
Percentage of disadvantaged pupils working at greater depth in writing | 0% |
Percentage of non-disadvantaged pupils working at greater depth in writing | 3% |
Number of eligible pupils with English as first language | 47 |
Percentage of eligible pupils with English as first language | 94% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0% |
Number of eligible pupils with EHC plan | 1 |
Percentage of eligible pupils with EHC plan | 2% |
Number of eligible pupils with SEN support | 13 |
Percentage of eligible pupils with SEN support | 26% |
Number of eligible pupils with SEN (EHC plan or SEN support) | 14 |
Percentage of eligible pupils with SEN (EHC plan or SEN support) | 28% |
Number of eligible pupils 2023 | 51 |
Percentage of key stage 2 disadvantaged pupils one year prior | 18% |
Percentage of key stage 2 pupils who are not disadvantaged one year prior | 82% |
Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 51% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 2% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 44% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 11% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 52% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
Reading progress measure - one year prior | 0.4 |
Reading progress measure - lower confidence limit - one year prior | -1.4 |
Reading progress measure - upper confidence limit - one year prior | 2.1 |
Writing progress measure - one year prior | -1.4 |
Writing progress measure - lower confidence limit - one year prior | -3.1 |
Writing progress measure - upper confidence limit - one year prior | 0.2 |
Maths progress measure - one year prior | -0.2 |
Maths progress measure - lower confidence limit - one year prior | -1.9 |
Maths progress measure - upper confidence limit - one year prior | 1.4 |
Average scaled score in reading - one year prior | 106 |
Average scaled score in maths - one year prior | 104 |
School address (1) | Birmingham Road |
---|---|
School town | Kidderminster |
School postcode | DY10 2BY |
School telephone number | 01562822929 |
School parliamentary constituency code | E14001601 |
School parliamentary constituency name | Wyre Forest |
Religious denomination | None |
Age range | 4-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 747 |
Total boys on roll (including part-time pupils) | 342 |
Total girls on roll (including part-time pupils) | 405 |
Number of pupils at the end of key stage 4 | 66 |
Number of boys at the end of key stage 4 | 23 |
% of pupils at the end of key stage 4 who are boys | 34.80% |
Number of girls at the end of key stage 4 | 43 |
% of pupils at the end key stage 4 who are girls | 65.20% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.3 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 16 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 25.00% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 32 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 50.00% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 16 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 25.00% |
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) | 11 |
Percentage of key stage 2 disadvantaged pupils | 16.70% |
Number of key stage 2 pupils who are not disadvantaged | 55 |
Percentage of key stage 2 pupils who are not disadvantaged | 83.30% |
Number of eligible pupils with English as additional language (EAL) | 15 |
Percentage of eligible pupils with English as additional language (EAL) | 22.70% |
Number of eligible pupils with English as first language | 50 |
Percentage of eligible pupils with English as first language | 75.80% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 1.50% |
Number of pupils at the end of key stage 4 who are non-mobile | 60 |
% of pupils at the end of key stage 4 who are non-mobile | 90.90% |
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 | 1.50% |
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 | 13 |
% 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 | 19.70% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 12 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 18.20% |
Total sum of Attainment 8 scores | 2977.3 |
Average Attainment 8 score per pupil | 45.1 |
Total sum of Attainment 8 scores for English element | 651 |
Average Attainment 8 score per pupil for English element | 9.9 |
Total sum of Attainment 8 scores for mathematics element | 596 |
Average Attainment 8 score per pupil for mathematics element | 9 |
Total sum of Attainment 8 scores for EBacc element | 900 |
Average Attainment 8 score per pupil for EBacc element | 13.6 |
Total sum of Attainment 8 scores for open element | 830.3 |
Average Attainment 8 score per pupil for open element | 12.6 |
Total sum of Attainment 8 scores for open element - GCSE only | 749 |
Average Attainment 8 score per pupil for open element - GCSE only | 11.3 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 81.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.2 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 64 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 97% |
Progress 8 measure after adjustment for extreme scores | -0.09 |
Progress 8 lower 95% confidence interval for adjusted average | -0.43 |
Progress 8 upper 95% confidence interval for adjusted average | 0.26 |
Progress 8 measure based on unadjusted pupil scores | -0.09 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.44 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.27 |
Progress 8 measure for English element | -0.01 |
Lower 95% confidence interval for Progress 8 English element | -0.41 |
Upper 95% confidence interval for Progress 8 English element | 0.39 |
Progress 8 measure for mathematics element | -0.05 |
Lower 95% confidence interval for Progress 8 maths element | -0.42 |
Upper 95% confidence interval for Progress 8 maths element | 0.31 |
Progress 8 measure for EBacc element | 0.07 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.33 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.48 |
Progress 8 measure for open element | -0.32 |
Lower 95% confidence interval for Progress 8 open element | -0.72 |
Upper 95% confidence interval for Progress 8 open element | 0.07 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 65.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 40.90% |
Total EBacc APS score per pupil | 272.65 |
Average EBacc APS score per pupil | 4.13 |
Average EBacc APS score per disadvantaged pupil | 2.85 |
Average EBacc APS score per non-disadvantaged pupil | 4.39 |
Average EBacc APS score per pupil with low prior attainment | 1.88 |
Average EBacc APS score per pupil with middle prior attainment | 4.2 |
Average EBacc APS score per pupil with high prior attainment | 6.38 |
Average EBacc APS score per pupil for whom English is an additional language | 3.82 |
Average EBacc APS score per girl | 4.78 |
Average EBacc APS score per boy | 2.91 |
Average EBacc APS score per non-mobile pupil | 4.31 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 36 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 54.50% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 22.70% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 16.70% |
Number of pupils entering the English Baccalaureate English subject area | 64 |
% of pupils entering the English Baccalaureate English subject area | 97.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 65 |
% of pupils entering the English Baccalaureate Maths subject area | 98.50% |
Number of pupils entering the English Baccalaureate Science subject area | 64 |
% of pupils entering the English Baccalaureate Science subject area | 97.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 63 |
% of pupils entering the English Baccalaureate Humanities subject area | 95.50% |
Number of pupils entering the English Baccalaureate Language subject area | 36 |
% of pupils entering the English Baccalaureate Language subject area | 54.50% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 74.20% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 59.10% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 71.20% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 47.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 71.90% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 45.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 58.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 46.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 50.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 38.90% |
Number of pupils included in English Baccalaureate Science Value Added measure | 62 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 61 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
Number of pupils included in English Baccalaureate Language Value Added measure | 35 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 97% |
English Baccalaureate Science Value Added measure | 0.1 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.26 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.47 |
EBacc Humanities VA measure | -0.32 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.76 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.13 |
English Baccalaureate Languages Value Added measure | -0.92 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.57 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.27 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 49 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 39 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 47 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 31 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 46 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 29 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 37 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 29 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 18 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 14 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 34 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 51.50% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 64 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 97.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 63 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.50% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 62 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 96.90% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 59 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 93.70% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 36 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 33 |
Number of disadvantaged pupils in Progress 8 measure | 10 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.55 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.43 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.33 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.55 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.44 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.35 |
Average Attainment 8 score per non-disadvantaged pupil | 47.5 |
Number of non-disadvantaged pupils in Progress 8 measure | 54 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.38 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.38 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.39 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.38 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.1 |
Progress 8 measure for English element - disadvantaged pupils | -0.71 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.71 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.29 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.7 |
Progress 8 measure for maths element - disadvantaged pupils | -0.29 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.21 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.64 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.5 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.26 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.27 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.76 |
Average Attainment 8 score per disadvantaged pupil for open element | 8.7 |
Progress 8 measure for open element - disadvantaged pupils | -0.91 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.91 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.1 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.4 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.12 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.31 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.55 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.5 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.01 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.41 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.39 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14.3 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.14 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.3 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.57 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 13.4 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.21 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.65 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.22 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.1 |
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 | 12 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -17 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.71 |
Average Attainment 8 score per pupil with low prior attainment | 22.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 16 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.59 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.29 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.1 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.59 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.3 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.11 |
Average Attainment 8 score per pupil with middle prior attainment | 46.3 |
Number of pupils with middle prior attainment included in Progress 8 measure | 32 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.03 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.46 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.52 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.03 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.47 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.53 |
Average Attainment 8 score per pupil with high prior attainment | 67 |
Number of pupils with high prior attainment included in Progress 8 measure | 16 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.18 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.51 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.88 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.18 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.52 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.89 |
Average Attainment 8 score per pupil for whom English is an additional language | 40.5 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.6 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 6.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 12.8 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 11.3 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 9.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.7 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 13 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | -0.24 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -1.01 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.53 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | -0.24 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -1.03 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.54 |
Average Attainment 8 score per girl | 51.8 |
Average Attainment 8 score per girl for English element | 11.2 |
Average Attainment 8 score per girl for mathematics element | 10.1 |
Average Attainment 8 score per girl for EBacc element | 15.6 |
Average Attainment 8 score per girl for open element | 14.9 |
Average Attainment 8 score per girl - GCSE only | 14 |
Average Attainment 8 score per girl - non-GCSE only | 0.9 |
Number of girls included in Progress 8 measure | 42 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.37 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.06 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.79 |
Unadjusted Progress 8 measure - girls | 0.37 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.07 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.8 |
Average Attainment 8 score per boy | 32.6 |
Average Attainment 8 score per boy for English element | 7.4 |
Average Attainment 8 score per boy for mathematics element | 7 |
Average Attainment 8 score per boy for EBacc element | 9.9 |
Average Attainment 8 score per boy for open element | 8.2 |
Average Attainment 8 score per boy - GCSE only | 6.5 |
Average Attainment 8 score per boy - non-GCSE only | 1.8 |
Number of boys included in Progress 8 measure | 22 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.95 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.54 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.36 |
Unadjusted Progress 8 measure - boys | -0.95 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.55 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.35 |
Average Attainment 8 score per non-mobile pupil | 47.1 |
Average Attainment 8 score per non-mobile pupil for English element | 10.3 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.4 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.2 |
Average Attainment 8 score per non-mobile pupil for open element | 13.3 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 12 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.3 |
Number of non-mobile pupils included in Progress 8 measure | 60 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.35 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.36 |
Unadjusted Progress 8 measure - non-mobile pupils | 0 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.36 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.37 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 3 |
EBacc entered % by low prior attainment | 18.80% |
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 | 19 |
EBacc entered % by middle prior attainment | 59.40% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 12.50% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 6.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 13 |
EBacc entered % by high prior attainment | 81.30% |
EBacc achieved % by high prior attainment - with 9-4 passes | 68.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 56.30% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 9.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 63.60% |
% 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 | 27.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 20.00% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.42 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.19 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.4 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.2 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.16 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.56 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.27 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.23 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.08 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.19 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.9 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.9 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.92 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.7 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.1 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.56 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.23 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.34 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -1.18 |
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 | -0.32 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.11 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.32 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.08 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -2.24 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.3 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.67 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.41 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.52 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.35 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.88 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.64 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.1 |
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 | -0.27 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.57 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.01 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.78 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.17 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.96 |
% of boys with entries in all English Baccalaureate subject areas | 30.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 4.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 0.00% |
% of girls with entries in all English Baccalaureate subject areas | 67.40% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 32.60% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 25.60% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 56.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 25.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 18.30% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 73.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 20.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 13.30% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 59.10% |
% of pupils achieving any qualifications | 98.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 45.50% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 69.10% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 18.80% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 25 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 78.10% |
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 | 93.80% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 43.50% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 76.70% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 40.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 71.70% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 9.10% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 47.30% |
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 | 12 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 37.50% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 15 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 93.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 17.40% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 53.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 26.70% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 45.00% |
% of pupils entering more than one language | 4.50% |
% of pupils entering biology, chemistry and physics | 59.10% |
Average number of KS4 entries per pupil | 8.3 |
Average number of KS4 entries per pupil with low prior attainment | 7.1 |
Average number of KS4 entries per pupil with middle prior attainment | 8.5 |
Average number of KS4 entries per pupil with high prior attainment | 9 |
Average number of KS4 entries per disadvantaged pupil | 8.1 |
Average number of KS4 entries per non-disadvantaged pupil | 8.3 |
Average number of GCSE entries per pupil | 7.5 |
Average number of GCSE entries per pupil with low prior attainment | 6 |
Average number of GCSE entries per pupil with middle prior attainment | 7.8 |
Average number of GCSE entries per pupil with high prior attainment | 8.6 |
Average number of GCSE entries per disadvantaged pupil | 6.6 |
Average number of GCSE entries per non-disadvantaged pupil | 7.7 |
Total volume of entries without discounting | 549 |
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 | 47 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 45 |
Apprenticeships (number of pupils) | 0 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 34 |
Further education (number of pupils) | 9 |
School sixth form (number of pupils) | 20 |
Sixth form college (number of pupils) | 5 |
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) | 2 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
Apprenticeships (percentage) | 0% |
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) | 89% |
Further education (percentage) | 24% |
School sixth form (percentage) | 53% |
Sixth form college (percentage) | 13% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 5% |
Activity not captured (percentage) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 9 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 9 |
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 | 38 |
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) | 36 |
Number of pupils completing key stage 4 in 2019/20 | 45 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 3 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 42 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils completing key stage 4 in 2018/19 | 47 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 100% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 6 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 100% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 41 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 100% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 6 |
Upper confidence limit on the progression score for the total cohort | 22 |
Lower confidence limit on the progression score for the total cohort | -10 |
Cohort size | 24 |
Progressed | 71% |
Apprenticeships | 4% |
Higher Education | 67% |
Top third | 17% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 24 |
Progressed for academic/applied general cohort | 71% |
Progression score for academic/applied general cohort | 6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 22 |
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 | 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) | 28 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 24 |
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) | 12 |
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) | 11 |
Other education destinations (All levels of study) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 10 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 1 |
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) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 43% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 39% |
Other education destinations (All levels of study) (percentage) | 4% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 36% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 4% |
Activity not captured in data (All levels of study) (percentage) | 11% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
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) | SUPP |
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) | 24 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 22 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
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) | 11 |
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) | 8% |
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) | 46% |
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) | 28 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 24 |
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) | 12 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 11 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 10 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 1 |
Activity not captured in data (Level 3) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 43% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 39% |
Other education destinations (Level 3) (percentage) | 4% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 36% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 4% |
Activity not captured in data (Level 3) (percentage) | 11% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 4 |
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) | 0 |
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) | 0% |
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) | 24 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 22 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 2 |
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) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 11 |
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) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 8% |
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) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 46% |
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) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
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) | NA |
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) | NA |
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) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
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) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
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) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 6 |
Upper confidence limit on the progression score for the total cohort | 22 |
Lower confidence limit on the progression score for the total cohort | -10 |
Cohort size | 24 |
Progressed | 71% |
Apprenticeships | 4% |
Higher Education | 67% |
Top third | 17% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 24 |
Progressed for academic/applied general cohort | 71% |
Progression score for academic/applied general cohort | 6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 22 |
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 | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |