Blessed William Howard Catholic School
Secondary Academy school in Stafford ST17 9AB
Secondary Academy school in Stafford ST17 9AB
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 951 |
| Number of girls on roll | 479 |
| Number of boys on roll | 472 |
| Percentage of girls on roll | 50.4 |
| Percentage of boys on roll | 49.6 |
| Number of eligible pupils with an EHC plan | 18 |
| Percentage of eligible pupils with an EHC plan | 1.9 |
| Number of eligible pupils with SEN support | 132 |
| Percentage of eligible pupils with SEN support | 13.9 |
| No. pupils where English not first language | 127 |
| No. pupils with English first language | 824 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 13.4 |
| % pupils with English first language | 86.6 |
| No. pupils eligible for free school meals | 193 |
| Number of pupils eligible for FSM at any time during the past 6 years | 203 |
| Total pupils for FSMEver | 856 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 23.7 |
| School address (1) | Rowley Avenue |
|---|---|
| School town | Stafford |
| School postcode | ST17 9AB |
| School telephone number | 01785244236 |
| School parliamentary constituency code | E14001513 |
| School parliamentary constituency name | Stafford |
| Religious denomination | Roman Catholic |
| 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) | 951 |
| Total boys on roll (including part-time pupils) | 472 |
| Total girls on roll (including part-time pupils) | 479 |
| Number of pupils at the end of key stage 4 | 173 |
| Number of boys at the end of key stage 4 | 80 |
| % of pupils at the end of key stage 4 who are boys | 46.20% |
| Number of girls at the end of key stage 4 | 93 |
| % of pupils at the end key stage 4 who are girls | 53.80% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 106.5 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 21 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 12.90% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 87 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.40% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 55 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 33.70% |
| 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) | 41 |
| Percentage of key stage 2 disadvantaged pupils | 23.70% |
| Number of key stage 2 pupils who are not disadvantaged | 132 |
| Percentage of key stage 2 pupils who are not disadvantaged | 76.30% |
| Number of eligible pupils with English as additional language (EAL) | 31 |
| Percentage of eligible pupils with English as additional language (EAL) | 17.90% |
| Number of eligible pupils with English as first language | 142 |
| Percentage of eligible pupils with English as first language | 82.10% |
| 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 | 169 |
| % of pupils at the end of key stage 4 who are non-mobile | 97.70% |
| 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 | 2.30% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 19 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 11.00% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 15 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 8.70% |
| Total sum of Attainment 8 scores | 9431.5 |
| Average Attainment 8 score per pupil | 54.5 |
| Total sum of Attainment 8 scores for English element | 1967 |
| Average Attainment 8 score per pupil for English element | 11.4 |
| Total sum of Attainment 8 scores for mathematics element | 1776 |
| Average Attainment 8 score per pupil for mathematics element | 10.3 |
| Total sum of Attainment 8 scores for EBacc element | 2707.5 |
| Average Attainment 8 score per pupil for EBacc element | 15.7 |
| Total sum of Attainment 8 scores for open element | 2981 |
| Average Attainment 8 score per pupil for open element | 17.2 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2399.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 13.9 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 581.5 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 3.4 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 3 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
| Number of pupils included in Progress 8 measure | 163 |
| Number of pupils who have had P8 score adjusted in average | 1 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 94% |
| Progress 8 measure after adjustment for extreme scores | 0.42 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.2 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.63 |
| Progress 8 measure based on unadjusted pupil scores | 0.4 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.18 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.63 |
| Progress 8 measure for English element | 0.37 |
| Lower 95% confidence interval for Progress 8 English element | 0.12 |
| Upper 95% confidence interval for Progress 8 English element | 0.62 |
| Progress 8 measure for mathematics element | 0.05 |
| Lower 95% confidence interval for Progress 8 maths element | -0.18 |
| Upper 95% confidence interval for Progress 8 maths element | 0.28 |
| Progress 8 measure for EBacc element | 0.23 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.02 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.48 |
| Progress 8 measure for open element | 0.84 |
| Lower 95% confidence interval for Progress 8 open element | 0.59 |
| Upper 95% confidence interval for Progress 8 open element | 1.08 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 76.90% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 54.90% |
| Total EBacc APS score per pupil | 856 |
| Average EBacc APS score per pupil | 4.95 |
| Average EBacc APS score per disadvantaged pupil | 3.8 |
| Average EBacc APS score per non-disadvantaged pupil | 5.3 |
| Average EBacc APS score per pupil with low prior attainment | 2.82 |
| Average EBacc APS score per pupil with middle prior attainment | 4.72 |
| Average EBacc APS score per pupil with high prior attainment | 6.29 |
| Average EBacc APS score per pupil for whom English is an additional language | 5.01 |
| Average EBacc APS score per girl | 5.17 |
| Average EBacc APS score per boy | 4.69 |
| Average EBacc APS score per non-mobile pupil | 4.95 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 121 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 69.90% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 50.30% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 38.70% |
| Number of pupils entering the English Baccalaureate English subject area | 169 |
| % of pupils entering the English Baccalaureate English subject area | 97.70% |
| Number of pupils entering the English Baccalaureate Maths subject area | 173 |
| % of pupils entering the English Baccalaureate Maths subject area | 100.00% |
| Number of pupils entering the English Baccalaureate Science subject area | 173 |
| % of pupils entering the English Baccalaureate Science subject area | 100.00% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 165 |
| % of pupils entering the English Baccalaureate Humanities subject area | 95.40% |
| Number of pupils entering the English Baccalaureate Language subject area | 125 |
| % of pupils entering the English Baccalaureate Language subject area | 72.30% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 86.10% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 73.40% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 79.80% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 59.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 72.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 57.20% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 68.50% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 61.80% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 76.80% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 61.60% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 163 |
| 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 | 156 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 120 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 96% |
| English Baccalaureate Science Value Added measure | 0.07 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.15 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.3 |
| EBacc Humanities VA measure | 0.19 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.09 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.47 |
| English Baccalaureate Languages Value Added measure | 0.03 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.32 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.38 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 149 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 127 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 138 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 102 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 126 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 99 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 113 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 102 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 96 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 77 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 120 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 69.40% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 169 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 97.70% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 173 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 100.00% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 172 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.40% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 163 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.80% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 124 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.20% |
| Average Attainment 8 score per disadvantaged pupil | 43.2 |
| Number of disadvantaged pupils in Progress 8 measure | 38 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.4 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.85 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.05 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.45 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.9 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.01 |
| Average Attainment 8 score per non-disadvantaged pupil | 58 |
| Number of non-disadvantaged pupils in Progress 8 measure | 125 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.66 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.41 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.91 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.66 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.41 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.91 |
| Average Attainment 8 score per disadvantaged pupil for English element | 9 |
| Progress 8 measure for English element - disadvantaged pupils | -0.45 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.97 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.06 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.5 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.61 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.09 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.14 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 12.2 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.66 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.18 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.14 |
| Average Attainment 8 score per disadvantaged pupil for open element | 13.5 |
| Progress 8 measure for open element - disadvantaged pupils | -0.11 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.63 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.4 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 12.1 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.62 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.34 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.9 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.8 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.25 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.01 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.51 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 16.7 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.5 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.22 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.79 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 18.4 |
| Progress 8 measure for open element - non-disadvantaged pupils | 1.13 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.84 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 1.41 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 10.5 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 3 |
| 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 | 3.5 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -6.8 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.56 |
| Average Attainment 8 score per pupil with low prior attainment | 36.3 |
| Number of pupils with low prior attainment included in Progress 8 measure | 21 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.78 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.18 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.39 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.78 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.17 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.4 |
| Average Attainment 8 score per pupil with middle prior attainment | 52.2 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 87 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.53 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.24 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.83 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.53 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.23 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.84 |
| Average Attainment 8 score per pupil with high prior attainment | 67.3 |
| Number of pupils with high prior attainment included in Progress 8 measure | 55 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.09 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.29 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.46 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.05 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.33 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.44 |
| Average Attainment 8 score per pupil for whom English is an additional language | 53.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 16.5 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.8 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.6 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 23 |
| 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 | 1.27 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.69 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.85 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.27 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.68 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.86 |
| Average Attainment 8 score per girl | 56.7 |
| Average Attainment 8 score per girl for English element | 12 |
| Average Attainment 8 score per girl for mathematics element | 10.3 |
| Average Attainment 8 score per girl for EBacc element | 16.2 |
| Average Attainment 8 score per girl for open element | 18.3 |
| Average Attainment 8 score per girl - GCSE only | 15.4 |
| Average Attainment 8 score per girl - non-GCSE only | 2.9 |
| Number of girls included in Progress 8 measure | 86 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | 0.58 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.28 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.88 |
| Unadjusted Progress 8 measure - girls | 0.56 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.26 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.87 |
| Average Attainment 8 score per boy | 51.9 |
| Average Attainment 8 score per boy for English element | 10.6 |
| Average Attainment 8 score per boy for mathematics element | 10.3 |
| Average Attainment 8 score per boy for EBacc element | 15 |
| Average Attainment 8 score per boy for open element | 16 |
| Average Attainment 8 score per boy - GCSE only | 12.1 |
| Average Attainment 8 score per boy - non-GCSE only | 3.9 |
| Number of boys included in Progress 8 measure | 77 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | 0.23 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.09 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.54 |
| Unadjusted Progress 8 measure - boys | 0.23 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.09 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.55 |
| Average Attainment 8 score per non-mobile pupil | 54.6 |
| Average Attainment 8 score per non-mobile pupil for English element | 11.4 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 10.3 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 15.7 |
| Average Attainment 8 score per non-mobile pupil for open element | 17.3 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 13.9 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.4 |
| Number of non-mobile pupils included in Progress 8 measure | 161 |
| Number of non-mobile pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.44 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.22 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.66 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.43 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.21 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.65 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
| EBacc entered % by low prior attainment | 19.00% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 9.50% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 4.80% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 63 |
| EBacc entered % by middle prior attainment | 72.40% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 46.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 33.30% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 50 |
| EBacc entered % by high prior attainment | 90.90% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 76.40% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 61.80% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 48.80% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 76.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 26.80% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 17.10% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 57.60% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 45.50% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.03 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.31 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.26 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.68 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.3 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.07 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.47 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.18 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.56 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.39 |
| 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 | 0.26 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.48 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.72 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.19 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.22 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.14 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.56 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.05 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.6 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.65 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.61 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.13 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.64 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.05 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.18 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.7 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.07 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.83 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.69 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.86 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.08 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.29 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.65 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.12 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.56 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.58 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.19 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.73 |
| 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 | 0.06 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.02 |
| % of boys with entries in all English Baccalaureate subject areas | 66.30% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 41.30% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 26.30% |
| % of girls with entries in all English Baccalaureate subject areas | 73.10% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 58.10% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 49.50% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 69.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 50.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 38.50% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 67.70% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 54.80% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 51.60% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 71.10% |
| % of pupils achieving any qualifications | 100.00% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 51.20% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 84.80% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 6 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 28.60% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 68 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 78.20% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 53 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 96.40% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 75.00% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 78.50% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 71.00% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 76.30% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 29.30% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 62.90% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 9.50% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 44 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 50.60% |
| 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 | 81.80% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 52.50% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 57.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 61.30% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 54.40% |
| % of pupils entering more than one language | 5.80% |
| % of pupils entering biology, chemistry and physics | 16.80% |
| Average number of KS4 entries per pupil | 9 |
| Average number of KS4 entries per pupil with low prior attainment | 9 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.8 |
| Average number of KS4 entries per pupil with high prior attainment | 9.7 |
| Average number of KS4 entries per disadvantaged pupil | 8.2 |
| Average number of KS4 entries per non-disadvantaged pupil | 9.3 |
| Average number of GCSE entries per pupil | 8.2 |
| Average number of GCSE entries per pupil with low prior attainment | 7.6 |
| Average number of GCSE entries per pupil with middle prior attainment | 8 |
| Average number of GCSE entries per pupil with high prior attainment | 8.9 |
| Average number of GCSE entries per disadvantaged pupil | 7.3 |
| Average number of GCSE entries per non-disadvantaged pupil | 8.5 |
| Total volume of entries without discounting | 1565 |
| 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 | Above average |
| Number of pupils completing key stage 4 in 2020/21 | 146 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 138 |
| Apprenticeships (number of pupils) | SUPP |
| 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) | SUPP |
| Further education (number of pupils) | 59 |
| School sixth form (number of pupils) | SUPP |
| Sixth form college (number of pupils) | 0 |
| Other education destination (number of pupils) | 0 |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| Activity not captured (number of pupils) | SUPP |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
| Apprenticeships (percentage) | SUPP |
| 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) | SUPP |
| Further education (percentage) | 53% |
| School sixth form (percentage) | SUPP |
| Sixth form college (percentage) | 0% |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
| Activity not captured (percentage) | SUPP |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 34 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 29 |
| 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 | 112 |
| 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) | 109 |
| Number of pupils completing key stage 4 in 2019/20 | 124 |
| 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 | 17 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 76% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 107 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
| Number of pupils completing key stage 4 in 2018/19 | 146 |
| 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 | 27 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 119 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -9 |
| Upper confidence limit on the progression score for the total cohort | 4 |
| Lower confidence limit on the progression score for the total cohort | -22 |
| Cohort size | 37 |
| Progressed | 70% |
| Apprenticeships | 5% |
| Higher Education | 65% |
| Top third | 43% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 37 |
| Progressed for academic/applied general cohort | 70% |
| Progression score for academic/applied general cohort | -9 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -21 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | 67% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 67% |
| Top third for disadvantaged students | 33% |
| 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) | 57 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 49 |
| 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) | 35 |
| Further education (level 3 and below) (All levels of study) (number of students) | 4 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 29 |
| Other education destinations (All levels of study) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 13 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 8 |
| Activity not captured in data (All levels of study) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 86% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 2% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 61% |
| Further education (level 3 and below) (All levels of study) (percentage) | 7% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 51% |
| Other education destinations (All levels of study) (percentage) | 4% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 23% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 14% |
| Activity not captured in data (All levels of study) (percentage) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 7 |
| 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) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
| 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) | 71% |
| 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) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 29% |
| 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) | 50 |
| 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) | 44 |
| 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) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 6 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 88% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 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) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 12% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 54 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 47 |
| 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) | 35 |
| Further education (level 3 and below) (Level 3) (number of students) | 4 |
| Higher education (level 4 and above) (Level 3) (number of students) | 29 |
| Other education destinations (Level 3) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 11 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 7 |
| Activity not captured in data (Level 3) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 87% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 2% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 65% |
| Further education (level 3 and below) (Level 3) (percentage) | 7% |
| Higher education (level 4 and above) (Level 3) (percentage) | 54% |
| Other education destinations (Level 3) (percentage) | 4% |
| 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) | 13% |
| Activity not captured in data (Level 3) (percentage) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
| 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) | 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) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| 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) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -9 |
| Upper confidence limit on the progression score for the total cohort | 4 |
| Lower confidence limit on the progression score for the total cohort | -22 |
| Cohort size | 37 |
| Progressed | 70% |
| Apprenticeships | 5% |
| Higher Education | 65% |
| Top third | 43% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 37 |
| Progressed for academic/applied general cohort | 70% |
| Progression score for academic/applied general cohort | -9 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -21 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | 67% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | 67% |
| Top third for disadvantaged students | 33% |
| Higher technical for disadvantaged students | 0% |