Hampton College
All-through Academy school in Peterborough PE7 8BF
All-through Academy school in Peterborough PE7 8BF
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1670 |
| Number of girls on roll | 857 |
| Number of boys on roll | 813 |
| Percentage of girls on roll | 51.3 |
| Percentage of boys on roll | 48.7 |
| Number of eligible pupils with an EHC plan | 41 |
| Percentage of eligible pupils with an EHC plan | 2.5 |
| Number of eligible pupils with SEN support | 169 |
| Percentage of eligible pupils with SEN support | 10.1 |
| No. pupils where English not first language | 373 |
| No. pupils with English first language | 1287 |
| No. pupils where first language is unclassified | 10 |
| % pupils where English not first language | 22.3 |
| % pupils with English first language | 77.1 |
| No. pupils eligible for free school meals | 357 |
| Number of pupils eligible for FSM at any time during the past 6 years | 334 |
| Total pupils for FSMEver | 1445 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 23.1 |
| Alphabetic index | 11072 |
|---|---|
| School address (1) | Eagle Way |
| School address (2) | Hampton Vale |
| School town | Peterborough |
| School postcode | PE7 8BF |
| School telephone number | 1733246820 |
| School parliamentary constituency code | E14001401 |
| School parliamentary constituency name | North West Cambridgeshire |
| Converter academy: URN | 0 |
| Religious denomination | Does not apply |
| Age range | 4-19 |
| 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) | 1670 |
| Number of pupils aged 11 | 63 |
| Published eligible pupil number | 63 |
| Eligible boys on school roll at time of tests | 32 |
| Eligible girls on school roll at time of tests | 31 |
| Percentage of eligible boys on school roll at time of tests | 51% |
| Percentage of eligible girls on school roll at time of tests | 49% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 15 |
| Percentage of key stage 2 disadvantaged pupils | 24% |
| Number of key stage 2 pupils who are not disadvantaged | 48 |
| Percentage of key stage 2 pupils who are not disadvantaged | 76% |
| Number of eligible pupils with English as additional language (EAL) | 13 |
| Percentage of eligible pupils with English as additional language (EAL) | 21% |
| Number of eligible pupils classified as non-mobile | 61 |
| Percentage of eligible pupils classified as non-mobile | 97% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 62% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
| Percentage of pupils reaching the expected standard in reading | 75% |
| Percentage of pupils achieving a high score in reading | 13% |
| Percentage of pupils absent from or not able to access the test in reading | 0% |
| Average scaled score in reading | 104 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 78% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 33% |
| Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 0% |
| Average scaled score in grammar, punctuation and spelling | 106 |
| Percentage of pupils reaching the expected standard in maths | 79% |
| Percentage of pupils achieving a high score in maths | 24% |
| Percentage of pupils absent from or not able to access the test in maths | 0% |
| Average scaled score in maths | 105 |
| Percentage of pupils reaching the expected standard in writing | 71% |
| Percentage of pupils working at greater depth within the expected standard in writing | 3% |
| Percentage of pupils working towards the expected standard in writing | 27% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 79% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 72% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 52% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 47% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 67% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -20 |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 62% |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 62% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 3% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 3% |
| 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 | 4% |
| 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 | 0% |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
| Average scaled score in reading for boys | 105 |
| Average scaled score in reading for girls | 103 |
| Average scaled score in reading for disadvantaged pupils | 103 |
| Average scaled score in reading for non-disadvantaged pupils | 104 |
| Average scaled score in reading for EAL pupils | 103 |
| Average scaled score in reading for MOBN pupils | 104 |
| Average scaled score in maths for boys | 107 |
| Average scaled score in maths for girls | 103 |
| Average scaled score in maths for disadvantaged pupils | 102 |
| Average scaled score in maths for non-disadvantaged pupils | 106 |
| Average scaled score in maths for EAL pupils | 107 |
| Average scaled score in maths for MOBN pupils | 104 |
| Average scaled score in GPS for boys | 107 |
| Average scaled score in GPS for girls | 105 |
| Average scaled score in GPS for disadvantaged pupils | 104 |
| Average scaled score in GPS for non-disadvantaged pupils | 107 |
| Average scaled score in GPS for EAL pupils | 107 |
| Average scaled score in GPS for MOBN pupils | 106 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | 73% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | 75% |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 60% |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 83% |
| Percentage of disadvantaged pupils reaching the expected standard in maths | 67% |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | 83% |
| Percentage of disadvantaged pupils reaching the expected standard in writing | 47% |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | 79% |
| Percentage of disadvantaged pupils achieving a high score in reading | 7% |
| Percentage of non-disadvantaged pupils achieving a high score in reading | 15% |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 33% |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 33% |
| Percentage of disadvantaged pupils achieving a high score in maths | 20% |
| Percentage of non-disadvantaged pupils achieving a high score in maths | 25% |
| Percentage of disadvantaged pupils working at greater depth in writing | 0% |
| Percentage of non-disadvantaged pupils working at greater depth in writing | 4% |
| Number of eligible pupils with English as first language | 49 |
| Percentage of eligible pupils with English as first language | 78% |
| Number of eligible pupils with unclassified language | 1 |
| Percentage of eligible pupils with unclassified language | 2% |
| Number of eligible pupils with EHC plan | 0 |
| Percentage of eligible pupils with EHC plan | 0% |
| Number of eligible pupils with SEN support | 5 |
| Percentage of eligible pupils with SEN support | 8% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 5 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 8% |
| Number of eligible pupils 2023 | 62 |
| 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 | 58% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 6% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 64% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 9% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 57% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 6% |
| Reading progress measure - one year prior | 1 |
| Reading progress measure - lower confidence limit - one year prior | -0.6 |
| Reading progress measure - upper confidence limit - one year prior | 2.6 |
| Writing progress measure - one year prior | -0.1 |
| Writing progress measure - lower confidence limit - one year prior | -1.6 |
| Writing progress measure - upper confidence limit - one year prior | 1.5 |
| Maths progress measure - one year prior | 0.5 |
| Maths progress measure - lower confidence limit - one year prior | -1.1 |
| Maths progress measure - upper confidence limit - one year prior | 2 |
| Average scaled score in reading - one year prior | 106 |
| Average scaled score in maths - one year prior | 104 |
| School address (1) | Eagle Way |
|---|---|
| School address (2) | Hampton Vale |
| School town | Peterborough |
| School postcode | PE7 8BF |
| School telephone number | 01733246820 |
| School parliamentary constituency code | E14001401 |
| School parliamentary constituency name | North West Cambridgeshire |
| Religious denomination | Does not apply |
| Age range | 4-19 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 1670 |
| Total boys on roll (including part-time pupils) | 813 |
| Total girls on roll (including part-time pupils) | 857 |
| Number of pupils at the end of key stage 4 | 208 |
| Number of boys at the end of key stage 4 | 95 |
| % of pupils at the end of key stage 4 who are boys | 45.70% |
| Number of girls at the end of key stage 4 | 113 |
| % of pupils at the end key stage 4 who are girls | 54.30% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.6 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 43 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 22.20% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 100 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 51.50% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 51 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 26.30% |
| 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) | 47 |
| Percentage of key stage 2 disadvantaged pupils | 22.60% |
| Number of key stage 2 pupils who are not disadvantaged | 161 |
| Percentage of key stage 2 pupils who are not disadvantaged | 77.40% |
| Number of eligible pupils with English as additional language (EAL) | 47 |
| Percentage of eligible pupils with English as additional language (EAL) | 22.60% |
| Number of eligible pupils with English as first language | 158 |
| Percentage of eligible pupils with English as first language | 76.00% |
| Number of eligible pupils with unclassified language | 3 |
| Percentage of eligible pupils with unclassified language | 1.40% |
| Number of pupils at the end of key stage 4 who are non-mobile | 195 |
| % of pupils at the end of key stage 4 who are non-mobile | 93.80% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.00% |
| 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 | 19 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 9.10% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 17 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 8.20% |
| Total sum of Attainment 8 scores | 9260.3 |
| Average Attainment 8 score per pupil | 44.5 |
| Total sum of Attainment 8 scores for English element | 1936 |
| Average Attainment 8 score per pupil for English element | 9.3 |
| Total sum of Attainment 8 scores for mathematics element | 1874 |
| Average Attainment 8 score per pupil for mathematics element | 9 |
| Total sum of Attainment 8 scores for EBacc element | 2733 |
| Average Attainment 8 score per pupil for EBacc element | 13.1 |
| Total sum of Attainment 8 scores for open element | 2717.3 |
| Average Attainment 8 score per pupil for open element | 13.1 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2427.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 11.7 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 289.8 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 1.4 |
| 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 | 194 |
| Number of pupils who have had P8 score adjusted in average | 3 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 93% |
| Progress 8 measure after adjustment for extreme scores | -0.35 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.55 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.15 |
| Progress 8 measure based on unadjusted pupil scores | -0.36 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.56 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.16 |
| Progress 8 measure for English element | -0.49 |
| Lower 95% confidence interval for Progress 8 English element | -0.72 |
| Upper 95% confidence interval for Progress 8 English element | -0.26 |
| Progress 8 measure for mathematics element | -0.27 |
| Lower 95% confidence interval for Progress 8 maths element | -0.48 |
| Upper 95% confidence interval for Progress 8 maths element | -0.06 |
| Progress 8 measure for EBacc element | -0.33 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.56 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.1 |
| Progress 8 measure for open element | -0.36 |
| Lower 95% confidence interval for Progress 8 open element | -0.59 |
| Upper 95% confidence interval for Progress 8 open element | -0.14 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 63.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 41.80% |
| Total EBacc APS score per pupil | 785.82 |
| Average EBacc APS score per pupil | 3.78 |
| Average EBacc APS score per disadvantaged pupil | 2.83 |
| Average EBacc APS score per non-disadvantaged pupil | 4.05 |
| Average EBacc APS score per pupil with low prior attainment | 2.17 |
| Average EBacc APS score per pupil with middle prior attainment | 3.75 |
| Average EBacc APS score per pupil with high prior attainment | 4.87 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.15 |
| Average EBacc APS score per girl | 3.99 |
| Average EBacc APS score per boy | 3.53 |
| Average EBacc APS score per non-mobile pupil | 3.88 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 37 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 17.80% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 13.00% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 7.70% |
| Number of pupils entering the English Baccalaureate English subject area | 205 |
| % of pupils entering the English Baccalaureate English subject area | 98.60% |
| Number of pupils entering the English Baccalaureate Maths subject area | 205 |
| % of pupils entering the English Baccalaureate Maths subject area | 98.60% |
| Number of pupils entering the English Baccalaureate Science subject area | 203 |
| % of pupils entering the English Baccalaureate Science subject area | 97.60% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 165 |
| % of pupils entering the English Baccalaureate Humanities subject area | 79.30% |
| Number of pupils entering the English Baccalaureate Language subject area | 47 |
| % of pupils entering the English Baccalaureate Language subject area | 22.60% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 70.20% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 55.80% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 71.60% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 51.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 69.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 47.30% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 57.60% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 39.40% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 93.60% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 83.00% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 189 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 157 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 40 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 85% |
| English Baccalaureate Science Value Added measure | -0.27 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.48 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.07 |
| EBacc Humanities VA measure | -0.51 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.79 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.23 |
| English Baccalaureate Languages Value Added measure | 1.03 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | 0.42 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 1.64 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 146 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 116 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 149 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 106 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 140 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 96 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 95 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 65 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 44 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 39 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 37 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 17.80% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 204 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 98.10% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 201 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.60% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 199 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.00% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 161 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.60% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 47 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 34.9 |
| Number of disadvantaged pupils in Progress 8 measure | 46 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | -1 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.41 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.59 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -1 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.41 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.58 |
| Average Attainment 8 score per non-disadvantaged pupil | 47.3 |
| Number of non-disadvantaged pupils in Progress 8 measure | 148 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.15 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.38 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.08 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.16 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.4 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.07 |
| Average Attainment 8 score per disadvantaged pupil for English element | 7.4 |
| Progress 8 measure for English element - disadvantaged pupils | -1.11 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.58 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.65 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.1 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.87 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.3 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.44 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.8 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.08 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.55 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.61 |
| Average Attainment 8 score per disadvantaged pupil for open element | 10.5 |
| Progress 8 measure for open element - disadvantaged pupils | -0.92 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.39 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.45 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 9.9 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.3 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.56 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.04 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.6 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.09 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.33 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.15 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14.1 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.1 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.36 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.16 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13.8 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.19 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.45 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.07 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.3 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.3 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.4 |
| 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 | -15.1 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.16 |
| Average Attainment 8 score per pupil with low prior attainment | 25.9 |
| Number of pupils with low prior attainment included in Progress 8 measure | 43 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.05 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.47 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.37 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.05 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.48 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.38 |
| Average Attainment 8 score per pupil with middle prior attainment | 44.5 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 100 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.23 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.5 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.05 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.23 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.51 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.06 |
| Average Attainment 8 score per pupil with high prior attainment | 57.2 |
| Number of pupils with high prior attainment included in Progress 8 measure | 51 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.86 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.25 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.47 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.89 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.28 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.49 |
| Average Attainment 8 score per pupil for whom English is an additional language | 45.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.7 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.5 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.2 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 40 |
| 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 | -0.1 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.54 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.34 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | -0.13 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.58 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.32 |
| Average Attainment 8 score per girl | 47.3 |
| Average Attainment 8 score per girl for English element | 10.3 |
| Average Attainment 8 score per girl for mathematics element | 9 |
| Average Attainment 8 score per girl for EBacc element | 13.6 |
| Average Attainment 8 score per girl for open element | 14.4 |
| Average Attainment 8 score per girl - GCSE only | 13 |
| Average Attainment 8 score per girl - non-GCSE only | 1.3 |
| Number of girls included in Progress 8 measure | 101 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | -0.2 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.48 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.07 |
| Unadjusted Progress 8 measure - girls | -0.21 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.49 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.07 |
| Average Attainment 8 score per boy | 41.3 |
| Average Attainment 8 score per boy for English element | 8.2 |
| Average Attainment 8 score per boy for mathematics element | 9 |
| Average Attainment 8 score per boy for EBacc element | 12.5 |
| Average Attainment 8 score per boy for open element | 11.5 |
| Average Attainment 8 score per boy - GCSE only | 10 |
| Average Attainment 8 score per boy - non-GCSE only | 1.5 |
| Number of boys included in Progress 8 measure | 93 |
| Number of boys in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - boys | -0.51 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.8 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.23 |
| Unadjusted Progress 8 measure - boys | -0.53 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.82 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.24 |
| Average Attainment 8 score per non-mobile pupil | 45.6 |
| Average Attainment 8 score per non-mobile pupil for English element | 9.4 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 9.2 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 13.4 |
| Average Attainment 8 score per non-mobile pupil for open element | 13.4 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 12 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.4 |
| Number of non-mobile pupils included in Progress 8 measure | 187 |
| Number of non-mobile pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.3 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.5 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.1 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.31 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.51 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.1 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 5 |
| EBacc entered % by low prior attainment | 11.60% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 4.70% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 4.70% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 18 |
| EBacc entered % by middle prior attainment | 18.00% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 13.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 6.00% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 9 |
| EBacc entered % by high prior attainment | 17.60% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 17.60% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 11.80% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 8.50% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 20.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 8.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.10% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 14.30% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 9.30% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.15 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.08 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.74 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.84 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.11 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.17 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.24 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.36 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.66 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.2 |
| 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 | 0.95 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.64 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.04 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.41 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.28 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.13 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.34 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.29 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.59 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.21 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.37 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.34 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.15 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.06 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -2.27 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.11 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.52 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.43 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.77 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.14 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.62 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.81 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.91 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.68 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.4 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.79 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.11 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.66 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.39 |
| % of boys with entries in all English Baccalaureate subject areas | 14.70% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 9.50% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 6.30% |
| % of girls with entries in all English Baccalaureate subject areas | 20.40% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 15.90% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 8.80% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 18.50% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 13.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 8.20% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 40.40% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 27.70% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 14.90% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 60.10% |
| % of pupils achieving any qualifications | 98.60% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 38.30% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 70.20% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 16.30% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 68 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 68.00% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 46 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 90.20% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 60.00% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 65.50% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 61.70% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 65.10% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 23.40% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 47.20% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 11.60% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 39 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 39.00% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 36 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 70.60% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 38.90% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 44.20% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 51.10% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 43.60% |
| % of pupils entering more than one language | 1.00% |
| % of pupils entering biology, chemistry and physics | 37.00% |
| Average number of KS4 entries per pupil | 8.1 |
| Average number of KS4 entries per pupil with low prior attainment | 7.7 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.1 |
| Average number of KS4 entries per pupil with high prior attainment | 8.5 |
| Average number of KS4 entries per disadvantaged pupil | 7.6 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.3 |
| Average number of GCSE entries per pupil | 7.7 |
| Average number of GCSE entries per pupil with low prior attainment | 6.9 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.7 |
| Average number of GCSE entries per pupil with high prior attainment | 8.2 |
| Average number of GCSE entries per disadvantaged pupil | 7.1 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.9 |
| Total volume of entries without discounting | 1700 |
| 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 | Below average |
| Number of pupils completing key stage 4 in 2020/21 | 200 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 188 |
| Apprenticeships (number of pupils) | 3 |
| 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) | 145 |
| Further education (number of pupils) | 38 |
| School sixth form (number of pupils) | 107 |
| Sixth form college (number of pupils) | 0 |
| Other education destination (number of pupils) | 0 |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 7 |
| Activity not captured (number of pupils) | 2 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
| Apprenticeships (percentage) | 2% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 1% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 91% |
| Further education (percentage) | 24% |
| School sixth form (percentage) | 67% |
| Sixth form college (percentage) | 0% |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 4% |
| Activity not captured (percentage) | 1% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 41 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 38 |
| 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 | 159 |
| 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) | 150 |
| Number of pupils completing key stage 4 in 2019/20 | 210 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 43 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 86% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 167 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
| Number of pupils completing key stage 4 in 2018/19 | 207 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 44 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 89% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 163 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 21 |
| Upper confidence limit on the progression score for the total cohort | 31 |
| Lower confidence limit on the progression score for the total cohort | 10 |
| Cohort size | 59 |
| Progressed | 95% |
| Apprenticeships | 2% |
| Higher Education | 90% |
| Top third | 19% |
| Higher technical | 3% |
| Cohort size for academic/applied general cohort | 58 |
| Progressed for academic/applied general cohort | 95% |
| Progression score for academic/applied general cohort | 20 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 30 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 9 |
| 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 | 1 |
| Progressed for other level 3 qualifications cohort | SUPP |
| Score for other level 3 qualifications cohort | SUPP |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Progressed for disadvantaged students | 100% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 91% |
| Top third for disadvantaged students | 9% |
| 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) | 103 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 93 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 1 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 75 |
| Further education (level 3 and below) (All levels of study) (number of students) | 1 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 74 |
| Other education destinations (All levels of study) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 17 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 6 |
| Activity not captured in data (All levels of study) (number of students) | 4 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 90% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 1% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 73% |
| Further education (level 3 and below) (All levels of study) (percentage) | 1% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 72% |
| Other education destinations (All levels of study) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 17% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 6% |
| Activity not captured in data (All levels of study) (percentage) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 11 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 8 |
| 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) | 6 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| 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) | 0 |
| 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) | 1 |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 73% |
| 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) | 55% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 9% |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 18% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 92 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 85 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 69 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| 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) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 5 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
| 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) | 75% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| 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) | 0% |
| 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) | 5% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 96 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 89 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 1 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 74 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 74 |
| Other education destinations (Level 3) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 14 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 4 |
| 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) | 93% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 1% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 77% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 77% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 15% |
| 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) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 9 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 7 |
| 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) | 0 |
| 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) | 78% |
| 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) | 0% |
| 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) | 87 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 82 |
| 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) | 0 |
| 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) | 0 |
| 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) | 94% |
| 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) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 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) | 5 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
| Other education destinations (Level 2) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Activity not captured in data (Level 2) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
| Other education destinations (Level 2) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Activity not captured in data (Level 2) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 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 | 21 |
| Upper confidence limit on the progression score for the total cohort | 31 |
| Lower confidence limit on the progression score for the total cohort | 10 |
| Cohort size | 59 |
| Progressed | 95% |
| Apprenticeships | 2% |
| Higher Education | 90% |
| Top third | 19% |
| Higher technical | 3% |
| Cohort size for academic/applied general cohort | 58 |
| Progressed for academic/applied general cohort | 95% |
| Progression score for academic/applied general cohort | 20 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 30 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | 9 |
| 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 | 1 |
| Progressed for other level 3 qualifications cohort | SUPP |
| Score for other level 3 qualifications cohort | SUPP |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | SUPP |
| Progressed for disadvantaged students | 100% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 91% |
| Top third for disadvantaged students | 9% |
| Higher technical for disadvantaged students | SUPP |