For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1072 |
Number of girls on roll | 526 |
Number of boys on roll | 546 |
Percentage of girls on roll | 49.1 |
Percentage of boys on roll | 50.9 |
Number of eligible pupils with an EHC plan | 25 |
Percentage of eligible pupils with an EHC plan | 2.3 |
Number of eligible pupils with SEN support | 121 |
Percentage of eligible pupils with SEN support | 11.3 |
No. pupils where English not first language | 21 |
No. pupils with English first language | 1051 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 2 |
% pupils with English first language | 98 |
No. pupils eligible for free school meals | 161 |
Number of pupils eligible for FSM at any time during the past 6 years | 157 |
Total pupils for FSMEver | 926 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 17 |
School address (1) | Station Road |
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School town | Stokesley |
School postcode | TS9 5AL |
School telephone number | 01642710050 |
School parliamentary constituency code | E14001444 |
School parliamentary constituency name | Richmond and Northallerton |
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) | 1072 |
Total boys on roll (including part-time pupils) | 546 |
Total girls on roll (including part-time pupils) | 526 |
Number of pupils at the end of key stage 4 | 195 |
Number of boys at the end of key stage 4 | 100 |
% of pupils at the end of key stage 4 who are boys | 51.30% |
Number of girls at the end of key stage 4 | 95 |
% of pupils at the end key stage 4 who are girls | 48.70% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.9 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 19 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 10.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 107 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56.90% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 62 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 33.00% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 26 |
Percentage of key stage 2 disadvantaged pupils | 13.30% |
Number of key stage 2 pupils who are not disadvantaged | 169 |
Percentage of key stage 2 pupils who are not disadvantaged | 86.70% |
Number of eligible pupils with English as additional language (EAL) | 5 |
Percentage of eligible pupils with English as additional language (EAL) | 2.60% |
Number of eligible pupils with English as first language | 190 |
Percentage of eligible pupils with English as first language | 97.40% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 191 |
% of pupils at the end of key stage 4 who are non-mobile | 97.90% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.10% |
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 | 26 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 13.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 22 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11.30% |
Total sum of Attainment 8 scores | 10211.5 |
Average Attainment 8 score per pupil | 52.4 |
Total sum of Attainment 8 scores for English element | 2112 |
Average Attainment 8 score per pupil for English element | 10.8 |
Total sum of Attainment 8 scores for mathematics element | 2020 |
Average Attainment 8 score per pupil for mathematics element | 10.4 |
Total sum of Attainment 8 scores for EBacc element | 3160 |
Average Attainment 8 score per pupil for EBacc element | 16.2 |
Total sum of Attainment 8 scores for open element | 2919.5 |
Average Attainment 8 score per pupil for open element | 15 |
Total sum of Attainment 8 scores for open element - GCSE only | 2664 |
Average Attainment 8 score per pupil for open element - GCSE only | 13.7 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 255.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.3 |
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 | 188 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 96% |
Progress 8 measure after adjustment for extreme scores | 0.15 |
Progress 8 lower 95% confidence interval for adjusted average | -0.05 |
Progress 8 upper 95% confidence interval for adjusted average | 0.35 |
Progress 8 measure based on unadjusted pupil scores | 0.14 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.07 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.35 |
Progress 8 measure for English element | 0.02 |
Lower 95% confidence interval for Progress 8 English element | -0.22 |
Upper 95% confidence interval for Progress 8 English element | 0.25 |
Progress 8 measure for mathematics element | 0.09 |
Lower 95% confidence interval for Progress 8 maths element | -0.12 |
Upper 95% confidence interval for Progress 8 maths element | 0.3 |
Progress 8 measure for EBacc element | 0.41 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.17 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.64 |
Progress 8 measure for open element | -0.01 |
Lower 95% confidence interval for Progress 8 open element | -0.24 |
Upper 95% confidence interval for Progress 8 open element | 0.22 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 78.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 61.00% |
Total EBacc APS score per pupil | 916.19 |
Average EBacc APS score per pupil | 4.7 |
Average EBacc APS score per disadvantaged pupil | 3.52 |
Average EBacc APS score per non-disadvantaged pupil | 4.88 |
Average EBacc APS score per pupil with low prior attainment | 2.07 |
Average EBacc APS score per pupil with middle prior attainment | 4.36 |
Average EBacc APS score per pupil with high prior attainment | 6.27 |
Average EBacc APS score per pupil for whom English is an additional language | SUPP |
Average EBacc APS score per girl | 4.94 |
Average EBacc APS score per boy | 4.47 |
Average EBacc APS score per non-mobile pupil | 4.75 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 68 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 34.90% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 32.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 23.10% |
Number of pupils entering the English Baccalaureate English subject area | 190 |
% of pupils entering the English Baccalaureate English subject area | 97.40% |
Number of pupils entering the English Baccalaureate Maths subject area | 193 |
% of pupils entering the English Baccalaureate Maths subject area | 99.00% |
Number of pupils entering the English Baccalaureate Science subject area | 189 |
% of pupils entering the English Baccalaureate Science subject area | 96.90% |
Number of pupils entering the English Baccalaureate Humanities subject area | 165 |
% of pupils entering the English Baccalaureate Humanities subject area | 84.60% |
Number of pupils entering the English Baccalaureate Language subject area | 77 |
% of pupils entering the English Baccalaureate Language subject area | 39.50% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 84.60% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 71.80% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 82.10% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 65.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 82.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 65.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 84.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 68.50% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 92.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 72.70% |
Number of pupils included in English Baccalaureate Science Value Added measure | 183 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 160 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
Number of pupils included in English Baccalaureate Language Value Added measure | 76 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 99% |
English Baccalaureate Science Value Added measure | 0.41 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.2 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.63 |
EBacc Humanities VA measure | 0.54 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.27 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.82 |
English Baccalaureate Languages Value Added measure | 0.21 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.23 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.65 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 165 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 140 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 160 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 128 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 156 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 123 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 139 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 113 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 71 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 56 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 68 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 34.90% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 189 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.90% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 190 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.40% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 186 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.40% |
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 | 77 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 39.8 |
Number of disadvantaged pupils in Progress 8 measure | 24 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.32 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.89 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.24 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.32 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.9 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.25 |
Average Attainment 8 score per non-disadvantaged pupil | 54.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 164 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.22 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.44 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.21 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.01 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.43 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.9 |
Progress 8 measure for English element - disadvantaged pupils | -0.72 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.37 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.08 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.02 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.61 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.58 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 12.5 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0.05 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.61 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.7 |
Average Attainment 8 score per disadvantaged pupil for open element | 10.9 |
Progress 8 measure for open element - disadvantaged pupils | -0.63 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.28 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.02 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.3 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.12 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.12 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.37 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.7 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.11 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.12 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.33 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.8 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.46 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.21 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.71 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15.6 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.08 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.17 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.33 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.7 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.3 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -10.2 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.48 |
Average Attainment 8 score per pupil with low prior attainment | 25.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 19 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.35 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.98 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.29 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.35 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.3 |
Average Attainment 8 score per pupil with middle prior attainment | 49.3 |
Number of pupils with middle prior attainment included in Progress 8 measure | 107 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.28 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.01 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.55 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.28 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.01 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.56 |
Average Attainment 8 score per pupil with high prior attainment | 67.7 |
Number of pupils with high prior attainment included in Progress 8 measure | 62 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.07 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.28 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.42 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.05 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.31 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.4 |
Average Attainment 8 score per pupil for whom English is an additional language | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for English element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for open element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | SUPP |
Number of pupils for whom English is an additional language included in Progress 8 measure | SUPP |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | SUPP |
Adjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Average Attainment 8 score per girl | 54.2 |
Average Attainment 8 score per girl for English element | 11.2 |
Average Attainment 8 score per girl for mathematics element | 10.4 |
Average Attainment 8 score per girl for EBacc element | 16.6 |
Average Attainment 8 score per girl for open element | 15.9 |
Average Attainment 8 score per girl - GCSE only | 14.6 |
Average Attainment 8 score per girl - non-GCSE only | 1.3 |
Number of girls included in Progress 8 measure | 89 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.18 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.11 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.48 |
Unadjusted Progress 8 measure - girls | 0.18 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.12 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.48 |
Average Attainment 8 score per boy | 50.7 |
Average Attainment 8 score per boy for English element | 10.5 |
Average Attainment 8 score per boy for mathematics element | 10.3 |
Average Attainment 8 score per boy for EBacc element | 15.8 |
Average Attainment 8 score per boy for open element | 14.1 |
Average Attainment 8 score per boy - GCSE only | 12.7 |
Average Attainment 8 score per boy - non-GCSE only | 1.4 |
Number of boys included in Progress 8 measure | 99 |
Number of boys in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - boys | 0.12 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.16 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.4 |
Unadjusted Progress 8 measure - boys | 0.1 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.18 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.39 |
Average Attainment 8 score per non-mobile pupil | 52.9 |
Average Attainment 8 score per non-mobile pupil for English element | 10.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 10.5 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 16.4 |
Average Attainment 8 score per non-mobile pupil for open element | 15.1 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 13.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.3 |
Number of non-mobile pupils included in Progress 8 measure | 185 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | 0.18 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.02 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.39 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.17 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.04 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.38 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 0 |
EBacc entered % by low prior attainment | 0.00% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 30 |
EBacc entered % by middle prior attainment | 28.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 24.30% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 12.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 37 |
EBacc entered % by high prior attainment | 59.70% |
EBacc achieved % by high prior attainment - with 9-4 passes | 58.10% |
EBacc achieved % by high prior attainment - with 9-5 passes | 51.60% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 15.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 37.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 15.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 7.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 34.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 25.40% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.01 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.56 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.29 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.18 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.45 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.01 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.71 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.39 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.01 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.63 |
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 | 0.44 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.03 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.17 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.77 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.42 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.67 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.22 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.68 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.7 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.84 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.28 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.65 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.07 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.75 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.77 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.92 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.33 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.91 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.89 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.07 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.35 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.87 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.09 |
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 | 0.62 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.28 |
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 | 1.08 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.21 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.64 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.57 |
% of boys with entries in all English Baccalaureate subject areas | 22.00% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 19.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 13.00% |
% of girls with entries in all English Baccalaureate subject areas | 48.40% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 46.30% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 33.70% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 35.60% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 33.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 23.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | SUPP |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 74.40% |
% of pupils achieving any qualifications | 98.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 61.50% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 81.10% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 15.80% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 87 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 81.30% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 59 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 95.20% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 78.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 78.90% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 79.60% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 30.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 65.70% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 61 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 57.00% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 55 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 88.70% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 56.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 66.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 61.80% |
% of pupils entering more than one language | 2.10% |
% of pupils entering biology, chemistry and physics | 53.30% |
Average number of KS4 entries per pupil | 8.2 |
Average number of KS4 entries per pupil with low prior attainment | 6.9 |
Average number of KS4 entries per pupil with middle prior attainment | 8.2 |
Average number of KS4 entries per pupil with high prior attainment | 8.9 |
Average number of KS4 entries per disadvantaged pupil | 7.1 |
Average number of KS4 entries per non-disadvantaged pupil | 8.4 |
Average number of GCSE entries per pupil | 7.8 |
Average number of GCSE entries per pupil with low prior attainment | 6.2 |
Average number of GCSE entries per pupil with middle prior attainment | 7.7 |
Average number of GCSE entries per pupil with high prior attainment | 8.5 |
Average number of GCSE entries per disadvantaged pupil | 6.7 |
Average number of GCSE entries per non-disadvantaged pupil | 8 |
Total volume of entries without discounting | 1606 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Average |
Number of pupils completing key stage 4 in 2020/21 | 198 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 190 |
Apprenticeships (number of pupils) | 9 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 3 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 150 |
Further education (number of pupils) | 54 |
School sixth form (number of pupils) | 79 |
Sixth form college (number of pupils) | 17 |
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) | 5 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | 5% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 90% |
Further education (percentage) | 32% |
School sixth form (percentage) | 47% |
Sixth form college (percentage) | 10% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 3% |
Activity not captured (percentage) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 31 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 28 |
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 | 167 |
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) | 162 |
Number of pupils completing key stage 4 in 2019/20 | 200 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 24 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 79% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 176 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
Number of pupils completing key stage 4 in 2018/19 | 186 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 22 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 86% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 164 |
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 | 6 |
Upper confidence limit on the progression score for the total cohort | 15 |
Lower confidence limit on the progression score for the total cohort | -3 |
Cohort size | 70 |
Progressed | 87% |
Apprenticeships | 0% |
Higher Education | 87% |
Top third | 46% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 70 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 15 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 71 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 64 |
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) | 49 |
Further education (level 3 and below) (All levels of study) (number of students) | 2 |
Higher education (level 4 and above) (All levels of study) (number of students) | 47 |
Other education destinations (All levels of study) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 4 |
Activity not captured in data (All levels of study) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 90% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 1% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 69% |
Further education (level 3 and below) (All levels of study) (percentage) | 3% |
Higher education (level 4 and above) (All levels of study) (percentage) | 66% |
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) | 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) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 5 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 4 |
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) | 0 |
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) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | 67% |
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) | 0% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 17% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 65 |
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) | 59 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 43 |
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) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 66% |
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) | 5% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 71 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 64 |
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) | 49 |
Further education (level 3 and below) (Level 3) (number of students) | 2 |
Higher education (level 4 and above) (Level 3) (number of students) | 47 |
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) | 90% |
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) | 69% |
Further education (level 3 and below) (Level 3) (percentage) | 3% |
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) | 20% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
Activity not captured in data (Level 3) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 5 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 4 |
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) | 0 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 67% |
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) | 0% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 17% |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 65 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 59 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 43 |
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) | 14 |
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) | 3 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 66% |
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) | 22% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 5% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 6 |
Upper confidence limit on the progression score for the total cohort | 15 |
Lower confidence limit on the progression score for the total cohort | -3 |
Cohort size | 70 |
Progressed | 87% |
Apprenticeships | 0% |
Higher Education | 87% |
Top third | 46% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 70 |
Progressed for academic/applied general cohort | 87% |
Progression score for academic/applied general cohort | 6 |
Upper confidence limit on the progression score for the academic/applied general cohort | 15 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |