For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1285 |
Number of girls on roll | 627 |
Number of boys on roll | 658 |
Percentage of girls on roll | 48.8 |
Percentage of boys on roll | 51.2 |
Number of eligible pupils with an EHC plan | 32 |
Percentage of eligible pupils with an EHC plan | 2.5 |
Number of eligible pupils with SEN support | 164 |
Percentage of eligible pupils with SEN support | 12.8 |
No. pupils where English not first language | 238 |
No. pupils with English first language | 1045 |
No. pupils where first language is unclassified | 2 |
% pupils where English not first language | 18.5 |
% pupils with English first language | 81.3 |
No. pupils eligible for free school meals | 119 |
Number of pupils eligible for FSM at any time during the past 6 years | 119 |
Total pupils for FSMEver | 1036 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 11.5 |
School address (1) | Arnolds Way |
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School town | Oxford |
School postcode | OX2 9JE |
School telephone number | 01865862232 |
School parliamentary constituency code | E14001420 |
School parliamentary constituency name | Oxford West and Abingdon |
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) | 1285 |
Total boys on roll (including part-time pupils) | 658 |
Total girls on roll (including part-time pupils) | 627 |
Number of pupils at the end of key stage 4 | 210 |
Number of boys at the end of key stage 4 | 113 |
% of pupils at the end of key stage 4 who are boys | 53.80% |
Number of girls at the end of key stage 4 | 97 |
% of pupils at the end key stage 4 who are girls | 46.20% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.5 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 34 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 17.20% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 116 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 58.60% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 48 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 24.20% |
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) | 24 |
Percentage of key stage 2 disadvantaged pupils | 11.40% |
Number of key stage 2 pupils who are not disadvantaged | 186 |
Percentage of key stage 2 pupils who are not disadvantaged | 88.60% |
Number of eligible pupils with English as additional language (EAL) | 35 |
Percentage of eligible pupils with English as additional language (EAL) | 16.70% |
Number of eligible pupils with English as first language | 175 |
Percentage of eligible pupils with English as first language | 83.30% |
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 | 199 |
% of pupils at the end of key stage 4 who are non-mobile | 94.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.90% |
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 | 36 |
% 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 | 17.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 30 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.30% |
Total sum of Attainment 8 scores | 10509 |
Average Attainment 8 score per pupil | 50 |
Total sum of Attainment 8 scores for English element | 2237 |
Average Attainment 8 score per pupil for English element | 10.7 |
Total sum of Attainment 8 scores for mathematics element | 2040 |
Average Attainment 8 score per pupil for mathematics element | 9.7 |
Total sum of Attainment 8 scores for EBacc element | 3271 |
Average Attainment 8 score per pupil for EBacc element | 15.6 |
Total sum of Attainment 8 scores for open element | 2961 |
Average Attainment 8 score per pupil for open element | 14.1 |
Total sum of Attainment 8 scores for open element - GCSE only | 2961 |
Average Attainment 8 score per pupil for open element - GCSE only | 14.1 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 0 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0 |
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 | 198 |
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 | 94% |
Progress 8 measure after adjustment for extreme scores | 0.17 |
Progress 8 lower 95% confidence interval for adjusted average | -0.02 |
Progress 8 upper 95% confidence interval for adjusted average | 0.37 |
Progress 8 measure based on unadjusted pupil scores | 0.17 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.03 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.37 |
Progress 8 measure for English element | 0.17 |
Lower 95% confidence interval for Progress 8 English element | -0.06 |
Upper 95% confidence interval for Progress 8 English element | 0.39 |
Progress 8 measure for mathematics element | 0.06 |
Lower 95% confidence interval for Progress 8 maths element | -0.14 |
Upper 95% confidence interval for Progress 8 maths element | 0.27 |
Progress 8 measure for EBacc element | 0.47 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.24 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.7 |
Progress 8 measure for open element | -0.05 |
Lower 95% confidence interval for Progress 8 open element | -0.28 |
Upper 95% confidence interval for Progress 8 open element | 0.17 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 74.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 53.80% |
Total EBacc APS score per pupil | 938.44 |
Average EBacc APS score per pupil | 4.47 |
Average EBacc APS score per disadvantaged pupil | 2.29 |
Average EBacc APS score per non-disadvantaged pupil | 4.75 |
Average EBacc APS score per pupil with low prior attainment | 2.13 |
Average EBacc APS score per pupil with middle prior attainment | 4.3 |
Average EBacc APS score per pupil with high prior attainment | 6.68 |
Average EBacc APS score per pupil for whom English is an additional language | 4.1 |
Average EBacc APS score per girl | 4.18 |
Average EBacc APS score per boy | 4.72 |
Average EBacc APS score per non-mobile pupil | 4.56 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 78 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 37.10% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 33.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 26.20% |
Number of pupils entering the English Baccalaureate English subject area | 198 |
% of pupils entering the English Baccalaureate English subject area | 94.30% |
Number of pupils entering the English Baccalaureate Maths subject area | 209 |
% of pupils entering the English Baccalaureate Maths subject area | 99.50% |
Number of pupils entering the English Baccalaureate Science subject area | 196 |
% of pupils entering the English Baccalaureate Science subject area | 93.30% |
Number of pupils entering the English Baccalaureate Humanities subject area | 122 |
% of pupils entering the English Baccalaureate Humanities subject area | 58.10% |
Number of pupils entering the English Baccalaureate Language subject area | 109 |
% of pupils entering the English Baccalaureate Language subject area | 51.90% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 82.90% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 71.40% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 76.20% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 56.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 78.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 65.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 83.60% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 77.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 90.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 79.80% |
Number of pupils included in English Baccalaureate Science Value Added measure | 184 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 94% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 118 |
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 | 103 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 94% |
English Baccalaureate Science Value Added measure | 0.5 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.29 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.71 |
EBacc Humanities VA measure | 1.17 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.85 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.49 |
English Baccalaureate Languages Value Added measure | 0.52 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.15 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.9 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 174 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 150 |
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 | 119 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 153 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 128 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 102 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 95 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 99 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 87 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 78 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 37.10% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 196 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 93.30% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 206 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.10% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 195 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.50% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 121 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.20% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 109 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 28.8 |
Number of disadvantaged pupils in Progress 8 measure | 21 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.28 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.88 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.67 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.28 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.9 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.66 |
Average Attainment 8 score per non-disadvantaged pupil | 52.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 177 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.35 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.14 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.56 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.34 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.13 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.56 |
Average Attainment 8 score per disadvantaged pupil for English element | 6.7 |
Progress 8 measure for English element - disadvantaged pupils | -1.06 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.75 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.36 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6 |
Progress 8 measure for maths element - disadvantaged pupils | -1.03 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.66 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.39 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 8 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.36 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -2.06 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.66 |
Average Attainment 8 score per disadvantaged pupil for open element | 8 |
Progress 8 measure for open element - disadvantaged pupils | -1.52 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.21 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.82 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 11.2 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.31 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.08 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.55 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.2 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.19 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.03 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.41 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.5 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.69 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.45 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.93 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.9 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.12 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.12 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.36 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 14.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -21.2 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.44 |
Average Attainment 8 score per pupil with low prior attainment | 28.3 |
Number of pupils with low prior attainment included in Progress 8 measure | 34 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.04 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.52 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.43 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.04 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.53 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.44 |
Average Attainment 8 score per pupil with middle prior attainment | 48.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 116 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.22 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.04 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.48 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.21 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.05 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.47 |
Average Attainment 8 score per pupil with high prior attainment | 70.1 |
Number of pupils with high prior attainment included in Progress 8 measure | 48 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.23 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.17 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.63 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.23 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.18 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.63 |
Average Attainment 8 score per pupil for whom English is an additional language | 47.6 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.3 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.1 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14.7 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 13.6 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.6 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 29 |
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 | 0.41 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.11 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.92 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.41 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.12 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.93 |
Average Attainment 8 score per girl | 47.6 |
Average Attainment 8 score per girl for English element | 10.5 |
Average Attainment 8 score per girl for mathematics element | 8.9 |
Average Attainment 8 score per girl for EBacc element | 14.5 |
Average Attainment 8 score per girl for open element | 13.7 |
Average Attainment 8 score per girl - GCSE only | 13.7 |
Average Attainment 8 score per girl - non-GCSE only | 0 |
Number of girls included in Progress 8 measure | 92 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | 0.04 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.25 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.33 |
Unadjusted Progress 8 measure - girls | 0.03 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.26 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.33 |
Average Attainment 8 score per boy | 52.2 |
Average Attainment 8 score per boy for English element | 10.8 |
Average Attainment 8 score per boy for mathematics element | 10.4 |
Average Attainment 8 score per boy for EBacc element | 16.5 |
Average Attainment 8 score per boy for open element | 14.4 |
Average Attainment 8 score per boy - GCSE only | 14.4 |
Average Attainment 8 score per boy - non-GCSE only | 0 |
Number of boys included in Progress 8 measure | 106 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.29 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.02 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.56 |
Unadjusted Progress 8 measure - boys | 0.29 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.02 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.57 |
Average Attainment 8 score per non-mobile pupil | 50.8 |
Average Attainment 8 score per non-mobile pupil for English element | 10.8 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 15.8 |
Average Attainment 8 score per non-mobile pupil for open element | 14.4 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 14.4 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
Number of non-mobile pupils included in Progress 8 measure | 192 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.25 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.05 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.45 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.25 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.04 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.45 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
EBacc entered % by low prior attainment | 5.90% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.90% |
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 | 39 |
EBacc entered % by middle prior attainment | 33.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 30.20% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 23.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 35 |
EBacc entered % by high prior attainment | 72.90% |
EBacc achieved % by high prior attainment - with 9-4 passes | 68.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 58.30% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 41.90% |
% 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 | 37.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 29.60% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.38 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.54 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.48 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.86 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.61 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.87 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.24 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.88 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.34 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.25 |
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 | 0.79 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.19 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.57 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.1 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.63 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.83 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.39 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.94 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.18 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.81 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.26 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.9 |
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 | 1.08 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.76 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.58 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.92 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 3.18 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.55 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.64 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.84 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.46 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.3 |
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 | 0.95 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.18 |
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 | 1.31 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.28 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.76 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.38 |
% of boys with entries in all English Baccalaureate subject areas | 39.80% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 34.50% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 26.50% |
% of girls with entries in all English Baccalaureate subject areas | 34.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 32.00% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 25.80% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 38.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 35.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 27.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 25.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 20.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 14.30% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 71.90% |
% of pupils achieving any qualifications | 99.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 37.50% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 79.00% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 12 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 35.30% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 90 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 77.60% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 47 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.90% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 78.80% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 69.10% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 68.60% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 74.90% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 16.70% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 58.60% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 7 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 20.60% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 56 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 48.30% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 45 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 93.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 57.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 49.50% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 48.60% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 54.80% |
% of pupils entering more than one language | 4.30% |
% of pupils entering biology, chemistry and physics | 93.30% |
Average number of KS4 entries per pupil | 9.1 |
Average number of KS4 entries per pupil with low prior attainment | 7.6 |
Average number of KS4 entries per pupil with middle prior attainment | 9.1 |
Average number of KS4 entries per pupil with high prior attainment | 10 |
Average number of KS4 entries per disadvantaged pupil | 7.5 |
Average number of KS4 entries per non-disadvantaged pupil | 9.3 |
Average number of GCSE entries per pupil | 9.1 |
Average number of GCSE entries per pupil with low prior attainment | 7.6 |
Average number of GCSE entries per pupil with middle prior attainment | 9.1 |
Average number of GCSE entries per pupil with high prior attainment | 10 |
Average number of GCSE entries per disadvantaged pupil | 7.5 |
Average number of GCSE entries per non-disadvantaged pupil | 9.3 |
Total volume of entries without discounting | 1927 |
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 | 209 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 195 |
Apprenticeships (number of pupils) | 4 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 166 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 133 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 7 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
Apprenticeships (percentage) | 2% |
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) | 90% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 72% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 4% |
Activity not captured (percentage) | 1% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 24 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 19 |
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 | 185 |
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) | 176 |
Number of pupils completing key stage 4 in 2019/20 | 182 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 34 |
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 | 148 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of pupils completing key stage 4 in 2018/19 | 184 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 19 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 84% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 165 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 1 |
Upper confidence limit on the progression score for the total cohort | 8 |
Lower confidence limit on the progression score for the total cohort | -6 |
Cohort size | 122 |
Progressed | 82% |
Apprenticeships | 1% |
Higher Education | 81% |
Top third | 43% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 122 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
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 | 86% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 134 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 109 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 70 |
Further education (level 3 and below) (All levels of study) (number of students) | 3 |
Higher education (level 4 and above) (All levels of study) (number of students) | 64 |
Other education destinations (All levels of study) (number of students) | 3 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 35 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 17 |
Activity not captured in data (All levels of study) (number of students) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 81% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 52% |
Further education (level 3 and below) (All levels of study) (percentage) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) | 48% |
Other education destinations (All levels of study) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 26% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 13% |
Activity not captured in data (All levels of study) (percentage) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 13 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 9 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 4 |
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) | 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) | 4 |
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) | 3 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 69% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 8% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 31% |
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) | 31% |
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) | 31% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 23% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 8% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 121 |
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) | 100 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
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) | 66 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 60 |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
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) | 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) (not identified as disadvantaged) | 14 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 55% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 50% |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 26% |
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) | 12% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 130 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 106 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 70 |
Further education (level 3 and below) (Level 3) (number of students) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) | 64 |
Other education destinations (Level 3) (number of students) | 3 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 32 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 16 |
Activity not captured in data (Level 3) (number of students) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 82% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 54% |
Further education (level 3 and below) (Level 3) (percentage) | 2% |
Higher education (level 4 and above) (Level 3) (percentage) | 49% |
Other education destinations (Level 3) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 25% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 12% |
Activity not captured in data (Level 3) (percentage) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 12 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 4 |
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) | 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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 8% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 33% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 33% |
Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 8% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 118 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 66 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 60 |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 3 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 56% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 3% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 51% |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 3% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 6% |
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) | 4 |
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) | 1 |
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 | 1 |
Upper confidence limit on the progression score for the total cohort | 8 |
Lower confidence limit on the progression score for the total cohort | -6 |
Cohort size | 122 |
Progressed | 82% |
Apprenticeships | 1% |
Higher Education | 81% |
Top third | 43% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 122 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
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 | 86% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | 0% |