Leigh Stationers' Academy
Secondary Academy school in London SE9 2PT
Secondary Academy school in London SE9 2PT
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1643 |
| Number of girls on roll | 664 |
| Number of boys on roll | 979 |
| Percentage of girls on roll | 40.4 |
| Percentage of boys on roll | 59.6 |
| Number of eligible pupils with an EHC plan | 68 |
| Percentage of eligible pupils with an EHC plan | 4.1 |
| Number of eligible pupils with SEN support | 211 |
| Percentage of eligible pupils with SEN support | 12.8 |
| No. pupils where English not first language | 164 |
| No. pupils with English first language | 1427 |
| No. pupils where first language is unclassified | 52 |
| % pupils where English not first language | 10 |
| % pupils with English first language | 86.9 |
| No. pupils eligible for free school meals | 251 |
| Number of pupils eligible for FSM at any time during the past 6 years | 255 |
| Total pupils for FSMEver | 1370 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 18.6 |
| School address (1) | 145 Bexley Road |
|---|---|
| School address (2) | Eltham |
| School town | London |
| School postcode | SE9 2PT |
| School telephone number | 02088507678 |
| School parliamentary constituency code | E14001223 |
| School parliamentary constituency name | Eltham and Chislehurst |
| Religious denomination | Does not apply |
| Age range | 11-18 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 1643 |
| Total boys on roll (including part-time pupils) | 979 |
| Total girls on roll (including part-time pupils) | 664 |
| Number of pupils at the end of key stage 4 | 265 |
| Number of boys at the end of key stage 4 | 154 |
| % of pupils at the end of key stage 4 who are boys | 58.10% |
| Number of girls at the end of key stage 4 | 111 |
| % of pupils at the end key stage 4 who are girls | 41.90% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.7 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 45 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 17.30% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 144 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 55.40% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 71 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 27.30% |
| 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) | 39 |
| Percentage of key stage 2 disadvantaged pupils | 14.70% |
| Number of key stage 2 pupils who are not disadvantaged | 226 |
| Percentage of key stage 2 pupils who are not disadvantaged | 85.30% |
| Number of eligible pupils with English as additional language (EAL) | 29 |
| Percentage of eligible pupils with English as additional language (EAL) | 10.90% |
| Number of eligible pupils with English as first language | 198 |
| Percentage of eligible pupils with English as first language | 74.70% |
| Number of eligible pupils with unclassified language | 38 |
| Percentage of eligible pupils with unclassified language | 14.30% |
| Number of pupils at the end of key stage 4 who are non-mobile | 254 |
| % of pupils at the end of key stage 4 who are non-mobile | 95.80% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 19 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 7.20% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 58 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 21.90% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 39 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.70% |
| Total sum of Attainment 8 scores | 12008.8 |
| Average Attainment 8 score per pupil | 45.3 |
| Total sum of Attainment 8 scores for English element | 2652 |
| Average Attainment 8 score per pupil for English element | 10 |
| Total sum of Attainment 8 scores for mathematics element | 2504 |
| Average Attainment 8 score per pupil for mathematics element | 9.4 |
| Total sum of Attainment 8 scores for EBacc element | 3525 |
| Average Attainment 8 score per pupil for EBacc element | 13.3 |
| Total sum of Attainment 8 scores for open element | 3327.8 |
| Average Attainment 8 score per pupil for open element | 12.6 |
| Total sum of Attainment 8 scores for open element - GCSE only | 3023 |
| Average Attainment 8 score per pupil for open element - GCSE only | 11.4 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 304.8 |
| 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 | 260 |
| 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 | 98% |
| Progress 8 measure after adjustment for extreme scores | -0.34 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.52 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.17 |
| Progress 8 measure based on unadjusted pupil scores | -0.34 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.52 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.17 |
| Progress 8 measure for English element | -0.19 |
| Lower 95% confidence interval for Progress 8 English element | -0.39 |
| Upper 95% confidence interval for Progress 8 English element | 0 |
| Progress 8 measure for mathematics element | -0.12 |
| Lower 95% confidence interval for Progress 8 maths element | -0.3 |
| Upper 95% confidence interval for Progress 8 maths element | 0.07 |
| Progress 8 measure for EBacc element | -0.34 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.54 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.14 |
| Progress 8 measure for open element | -0.61 |
| Lower 95% confidence interval for Progress 8 open element | -0.8 |
| Upper 95% confidence interval for Progress 8 open element | -0.41 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 69.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 48.70% |
| Total EBacc APS score per pupil | 1077.3 |
| Average EBacc APS score per pupil | 4.07 |
| Average EBacc APS score per disadvantaged pupil | 2.67 |
| Average EBacc APS score per non-disadvantaged pupil | 4.31 |
| Average EBacc APS score per pupil with low prior attainment | 1.88 |
| Average EBacc APS score per pupil with middle prior attainment | 3.91 |
| Average EBacc APS score per pupil with high prior attainment | 5.6 |
| Average EBacc APS score per pupil for whom English is an additional language | 5.09 |
| Average EBacc APS score per girl | 4.3 |
| Average EBacc APS score per boy | 3.9 |
| Average EBacc APS score per non-mobile pupil | 4.11 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 114 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 43.00% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 24.20% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 18.10% |
| Number of pupils entering the English Baccalaureate English subject area | 257 |
| % of pupils entering the English Baccalaureate English subject area | 97.00% |
| Number of pupils entering the English Baccalaureate Maths subject area | 258 |
| % of pupils entering the English Baccalaureate Maths subject area | 97.40% |
| Number of pupils entering the English Baccalaureate Science subject area | 255 |
| % of pupils entering the English Baccalaureate Science subject area | 96.20% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 188 |
| % of pupils entering the English Baccalaureate Humanities subject area | 70.90% |
| Number of pupils entering the English Baccalaureate Language subject area | 148 |
| % of pupils entering the English Baccalaureate Language subject area | 55.80% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 79.20% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 63.40% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 74.30% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 56.60% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 65.10% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 44.70% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 66.00% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 54.80% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 54.10% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 42.60% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 250 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 184 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 143 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 97% |
| English Baccalaureate Science Value Added measure | -0.23 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.41 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.05 |
| EBacc Humanities VA measure | -0.11 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.37 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.14 |
| English Baccalaureate Languages Value Added measure | -1.09 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -1.41 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -0.77 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 210 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 168 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 197 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 150 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 166 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 114 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 124 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 103 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 80 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 63 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 98 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 37.00% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 257 |
| % 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 | 254 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.80% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 252 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.80% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 184 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.90% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 129 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 87.20% |
| Average Attainment 8 score per disadvantaged pupil | 31.6 |
| Number of disadvantaged pupils in Progress 8 measure | 39 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.82 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.27 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.38 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.82 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.27 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.37 |
| Average Attainment 8 score per non-disadvantaged pupil | 47.7 |
| Number of non-disadvantaged pupils in Progress 8 measure | 221 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.26 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.45 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.07 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.26 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.45 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.07 |
| Average Attainment 8 score per disadvantaged pupil for English element | 7.1 |
| Progress 8 measure for English element - disadvantaged pupils | -0.8 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.3 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.29 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.6 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.59 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.06 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.12 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.2 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.76 |
| 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 | -0.24 |
| Average Attainment 8 score per disadvantaged pupil for open element | 8.7 |
| Progress 8 measure for open element - disadvantaged pupils | -1.06 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.56 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.55 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 10.5 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.08 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.3 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.13 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.9 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.03 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.23 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.16 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.27 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.48 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.05 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13.2 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.53 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.74 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.31 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 6.9 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.9 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.2 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -18.4 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.98 |
| Average Attainment 8 score per pupil with low prior attainment | 22.9 |
| Number of pupils with low prior attainment included in Progress 8 measure | 45 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.26 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.68 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.15 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.26 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.68 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.16 |
| Average Attainment 8 score per pupil with middle prior attainment | 44.5 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 144 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.29 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.52 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.06 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.29 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.53 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.06 |
| Average Attainment 8 score per pupil with high prior attainment | 60 |
| Number of pupils with high prior attainment included in Progress 8 measure | 71 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.51 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.83 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.18 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.51 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.84 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.17 |
| Average Attainment 8 score per pupil for whom English is an additional language | 54.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 11.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.8 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.9 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.9 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 28 |
| 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 | 0.44 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.08 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.97 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.44 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.09 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.98 |
| Average Attainment 8 score per girl | 47.9 |
| Average Attainment 8 score per girl for English element | 10.7 |
| Average Attainment 8 score per girl for mathematics element | 9.5 |
| Average Attainment 8 score per girl for EBacc element | 13.8 |
| Average Attainment 8 score per girl for open element | 13.9 |
| Average Attainment 8 score per girl - GCSE only | 12.6 |
| Average Attainment 8 score per girl - non-GCSE only | 1.3 |
| Number of girls included in Progress 8 measure | 110 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | -0.14 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.41 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.12 |
| Unadjusted Progress 8 measure - girls | -0.14 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.41 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.13 |
| Average Attainment 8 score per boy | 43.4 |
| Average Attainment 8 score per boy for English element | 9.5 |
| Average Attainment 8 score per boy for mathematics element | 9.4 |
| Average Attainment 8 score per boy for EBacc element | 12.9 |
| Average Attainment 8 score per boy for open element | 11.6 |
| Average Attainment 8 score per boy - GCSE only | 10.6 |
| Average Attainment 8 score per boy - non-GCSE only | 1 |
| Number of boys included in Progress 8 measure | 150 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | -0.49 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.72 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.27 |
| Unadjusted Progress 8 measure - boys | -0.49 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.72 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.26 |
| Average Attainment 8 score per non-mobile pupil | 45.8 |
| Average Attainment 8 score per non-mobile pupil for English element | 10.1 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 9.6 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 13.5 |
| Average Attainment 8 score per non-mobile pupil for open element | 12.7 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 11.5 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.2 |
| Number of non-mobile pupils included in Progress 8 measure | 249 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.31 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.49 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.13 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.31 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.49 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.13 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 6 |
| EBacc entered % by low prior attainment | 13.30% |
| 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 | 57 |
| EBacc entered % by middle prior attainment | 39.60% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 16.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 9.00% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 47 |
| EBacc entered % by high prior attainment | 66.20% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 52.10% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 43.70% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 20.50% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 46.90% |
| % 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 | 28.30% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 21.20% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.21 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.26 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.2 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.53 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.19 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.03 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.04 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.3 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.91 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.64 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.92 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.19 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.37 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.06 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.05 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.01 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.01 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.38 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.25 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.68 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.02 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.5 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.15 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.54 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.17 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.65 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.27 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.28 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.63 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.68 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.31 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.38 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.17 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.77 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.3 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.43 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.72 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.4 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.53 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -2.75 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.48 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.37 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.68 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.7 |
| % of boys with entries in all English Baccalaureate subject areas | 39.00% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 20.80% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 14.90% |
| % of girls with entries in all English Baccalaureate subject areas | 48.60% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 28.80% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 22.50% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 44.10% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 24.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 18.90% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 58.60% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 41.40% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 31.00% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 61.50% |
| % of pupils achieving any qualifications | 97.40% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 43.60% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 73.50% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 9 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 20.00% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 105 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 72.90% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 65 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 91.50% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 71.40% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 65.80% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 79.30% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 70.10% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 17.90% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 54.00% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2.20% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 67 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 46.50% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 57 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 80.30% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 46.80% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 51.40% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 69.00% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 50.00% |
| % of pupils entering more than one language | 1.90% |
| % of pupils entering biology, chemistry and physics | 9.40% |
| Average number of KS4 entries per pupil | 7 |
| Average number of KS4 entries per pupil with low prior attainment | 5.9 |
| Average number of KS4 entries per pupil with middle prior attainment | 7.1 |
| Average number of KS4 entries per pupil with high prior attainment | 7.3 |
| Average number of KS4 entries per disadvantaged pupil | 6.4 |
| Average number of KS4 entries per non-disadvantaged pupil | 7.1 |
| Average number of GCSE entries per pupil | 6.6 |
| Average number of GCSE entries per pupil with low prior attainment | 5.3 |
| Average number of GCSE entries per pupil with middle prior attainment | 6.7 |
| Average number of GCSE entries per pupil with high prior attainment | 7.1 |
| Average number of GCSE entries per disadvantaged pupil | 5.8 |
| Average number of GCSE entries per non-disadvantaged pupil | 6.7 |
| Total volume of entries without discounting | 1853 |
| 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 | 263 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 244 |
| Apprenticeships (number of pupils) | 9 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 7 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 189 |
| Further education (number of pupils) | 67 |
| School sixth form (number of pupils) | 96 |
| Sixth form college (number of pupils) | SUPP |
| Other education destination (number of pupils) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 5 |
| Activity not captured (number of pupils) | 2 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
| Apprenticeships (percentage) | 4% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 89% |
| Further education (percentage) | 32% |
| School sixth form (percentage) | 45% |
| Sixth form college (percentage) | SUPP |
| Other education destination (percentage) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
| Activity not captured (percentage) | 1% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 51 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 39 |
| 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 | 212 |
| 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) | 205 |
| Number of pupils completing key stage 4 in 2019/20 | 283 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 65 |
| 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 | 218 |
| 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 | 255 |
| 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 | 52 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 83% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 203 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 3 |
| Upper confidence limit on the progression score for the total cohort | 10 |
| Lower confidence limit on the progression score for the total cohort | -4 |
| Cohort size | 114 |
| Progressed | 71% |
| Apprenticeships | 3% |
| Higher Education | 67% |
| Top third | 8% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 114 |
| Progressed for academic/applied general cohort | 71% |
| Progression score for academic/applied general cohort | 3 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 10 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -4 |
| 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 | 67% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 59% |
| Top third for disadvantaged students | 0% |
| 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) | 153 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 135 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 7 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 97 |
| 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) | 97 |
| 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) | 31 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 15 |
| 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) | 88% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 5% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 63% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 63% |
| 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) | 20% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
| Activity not captured in data (All levels of study) (percentage) | 2% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 24 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 22 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 19 |
| 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) | 19 |
| 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) | 3 |
| 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) | 92% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 79% |
| 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) | 79% |
| 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) | 13% |
| 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) | 129 |
| 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) | 113 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
| 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) | 78 |
| 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) | 78 |
| 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) | 28 |
| 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) | 88% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 5% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 60% |
| 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) | 60% |
| 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) | 22% |
| 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) | 148 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 132 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 7 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 97 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 97 |
| 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) | 28 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 14 |
| Activity not captured in data (Level 3) (number of students) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 89% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 5% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 66% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 66% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 19% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
| Activity not captured in data (Level 3) (percentage) | 1% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 22 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 21 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 19 |
| 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) | 19 |
| 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) | 2 |
| 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) | 95% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 86% |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 86% |
| 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) | 9% |
| 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) | 126 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 111 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 7 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 78 |
| 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) | 78 |
| 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) | 26 |
| 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) | 88% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 6% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 62% |
| 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) | 62% |
| 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) | 21% |
| 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) | 5 |
| 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) | 2 |
| 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) | 3 |
| 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 | 3 |
| Upper confidence limit on the progression score for the total cohort | 10 |
| Lower confidence limit on the progression score for the total cohort | -4 |
| Cohort size | 114 |
| Progressed | 71% |
| Apprenticeships | 3% |
| Higher Education | 67% |
| Top third | 8% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 114 |
| Progressed for academic/applied general cohort | 71% |
| Progression score for academic/applied general cohort | 3 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 10 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -4 |
| 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 | 67% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 59% |
| Top third for disadvantaged students | 0% |
| Higher technical for disadvantaged students | SUPP |