For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1810 |
Number of girls on roll | 873 |
Number of boys on roll | 937 |
Percentage of girls on roll | 48.2 |
Percentage of boys on roll | 51.8 |
Number of eligible pupils with an EHC plan | 74 |
Percentage of eligible pupils with an EHC plan | 4.1 |
Number of eligible pupils with SEN support | 242 |
Percentage of eligible pupils with SEN support | 13.4 |
No. pupils where English not first language | 1068 |
No. pupils with English first language | 717 |
No. pupils where first language is unclassified | 25 |
% pupils where English not first language | 59 |
% pupils with English first language | 39.6 |
No. pupils eligible for free school meals | 702 |
Number of pupils eligible for FSM at any time during the past 6 years | 753 |
Total pupils for FSMEver | 1686 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 44.7 |
Alphabetic index | 31300 |
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School address (1) | Yardley Green Road |
School address (2) | Bordesley Green |
School town | Birmingham |
School postcode | B9 5QA |
School telephone number | 1215666600 |
School parliamentary constituency code | E14001095 |
School parliamentary constituency name | Birmingham Hodge Hill and Solihull North |
Converter academy: URN | 0 |
Religious denomination | Does not apply |
Age range | 4-19 |
School published in secondary school (key stage 4) performance tables | 0 |
School published in school and college (key stage 5) performance tables | 0 |
Total number of pupils (including part-time pupils) | 1810 |
Number of pupils aged 11 | 93 |
Published eligible pupil number | 93 |
Eligible boys on school roll at time of tests | 54 |
Eligible girls on school roll at time of tests | 39 |
Percentage of eligible boys on school roll at time of tests | 58% |
Percentage of eligible girls on school roll at time of tests | 42% |
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) | 56 |
Percentage of key stage 2 disadvantaged pupils | 60% |
Number of key stage 2 pupils who are not disadvantaged | 37 |
Percentage of key stage 2 pupils who are not disadvantaged | 40% |
Number of eligible pupils with English as additional language (EAL) | 51 |
Percentage of eligible pupils with English as additional language (EAL) | 55% |
Number of eligible pupils classified as non-mobile | 90 |
Percentage of eligible pupils classified as non-mobile | 97% |
Percentage of pupils reaching the expected standard in reading, writing and maths | 67% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 5% |
Percentage of pupils reaching the expected standard in reading | 76% |
Percentage of pupils achieving a high score in reading | 22% |
Percentage of pupils absent from or not able to access the test in reading | 0% |
Average scaled score in reading | 105 |
Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 82% |
Percentage of pupils achieving a high score in grammar, punctuation and spelling | 56% |
Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 0% |
Average scaled score in grammar, punctuation and spelling | 108 |
Percentage of pupils reaching the expected standard in maths | 86% |
Percentage of pupils achieving a high score in maths | 38% |
Percentage of pupils absent from or not able to access the test in maths | 0% |
Average scaled score in maths | 108 |
Percentage of pupils reaching the expected standard in writing | 71% |
Percentage of pupils working at greater depth within the expected standard in writing | 8% |
Percentage of pupils working towards the expected standard in writing | 17% |
Percentage of pupils absent or disapplied in writing TA | 0% |
Percentage of pupils reaching the expected standard in science TA | 82% |
Percentage of pupils absent or disapplied in science TA | 0% |
Percentage of boys reaching the expected standard in reading, writing and maths | 57% |
Percentage of girls reaching the expected standard in reading, writing and maths | 79% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 59% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 78% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -8 |
Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 67% |
Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 66% |
Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 4% |
Percentage of girls reaching the HIGHected standard in reading, writing and maths | 8% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 5% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 5% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -5 |
Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 4% |
Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 4% |
Average scaled score in reading for boys | 104 |
Average scaled score in reading for girls | 106 |
Average scaled score in reading for disadvantaged pupils | 104 |
Average scaled score in reading for non-disadvantaged pupils | 106 |
Average scaled score in reading for EAL pupils | 104 |
Average scaled score in reading for MOBN pupils | 105 |
Average scaled score in maths for boys | 107 |
Average scaled score in maths for girls | 108 |
Average scaled score in maths for disadvantaged pupils | 108 |
Average scaled score in maths for non-disadvantaged pupils | 108 |
Average scaled score in maths for EAL pupils | 107 |
Average scaled score in maths for MOBN pupils | 107 |
Average scaled score in GPS for boys | 107 |
Average scaled score in GPS for girls | 111 |
Average scaled score in GPS for disadvantaged pupils | 108 |
Average scaled score in GPS for non-disadvantaged pupils | 110 |
Average scaled score in GPS for EAL pupils | 107 |
Average scaled score in GPS for MOBN pupils | 108 |
Percentage of disadvantaged pupils reaching the expected standard in reading | 70% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading | 86% |
Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 75% |
Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 92% |
Percentage of disadvantaged pupils reaching the expected standard in maths | 82% |
Percentage of non-disadvantaged pupils reaching the expected standard in maths | 92% |
Percentage of disadvantaged pupils reaching the expected standard in writing | 64% |
Percentage of non-disadvantaged pupils reaching the expected standard in writing | 81% |
Percentage of disadvantaged pupils achieving a high score in reading | 20% |
Percentage of non-disadvantaged pupils achieving a high score in reading | 24% |
Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 52% |
Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 62% |
Percentage of disadvantaged pupils achieving a high score in maths | 41% |
Percentage of non-disadvantaged pupils achieving a high score in maths | 32% |
Percentage of disadvantaged pupils working at greater depth in writing | 7% |
Percentage of non-disadvantaged pupils working at greater depth in writing | 8% |
Number of eligible pupils with English as first language | 41 |
Percentage of eligible pupils with English as first language | 44% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 1% |
Number of eligible pupils with EHC plan | 4 |
Percentage of eligible pupils with EHC plan | 4% |
Number of eligible pupils with SEN support | 16 |
Percentage of eligible pupils with SEN support | 17% |
Number of eligible pupils with SEN (EHC plan or SEN support) | 20 |
Percentage of eligible pupils with SEN (EHC plan or SEN support) | 22% |
Number of eligible pupils 2023 | 89 |
Percentage of key stage 2 disadvantaged pupils one year prior | 51% |
Percentage of key stage 2 pupils who are not disadvantaged one year prior | 49% |
Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 58% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 7% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 56% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 9% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 61% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 5% |
Reading progress measure - one year prior | 0.4 |
Reading progress measure - lower confidence limit - one year prior | -1 |
Reading progress measure - upper confidence limit - one year prior | 1.7 |
Writing progress measure - one year prior | 1.5 |
Writing progress measure - lower confidence limit - one year prior | 0.2 |
Writing progress measure - upper confidence limit - one year prior | 2.8 |
Maths progress measure - one year prior | 2.2 |
Maths progress measure - lower confidence limit - one year prior | 1 |
Maths progress measure - upper confidence limit - one year prior | 3.5 |
Average scaled score in reading - one year prior | 104 |
Average scaled score in maths - one year prior | 105 |
School address (1) | Yardley Green Road |
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School address (2) | Bordesley Green |
School town | Birmingham |
School postcode | B9 5QA |
School telephone number | 01215666600 |
School parliamentary constituency code | E14001095 |
School parliamentary constituency name | Birmingham Hodge Hill and Solihull North |
Religious denomination | Does not apply |
Age range | 4-19 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1810 |
Total boys on roll (including part-time pupils) | 937 |
Total girls on roll (including part-time pupils) | 873 |
Number of pupils at the end of key stage 4 | 217 |
Number of boys at the end of key stage 4 | 123 |
% of pupils at the end of key stage 4 who are boys | 56.70% |
Number of girls at the end of key stage 4 | 94 |
% of pupils at the end key stage 4 who are girls | 43.30% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.1 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 67 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 35.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 93 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 48.70% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 31 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 16.20% |
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) | 94 |
Percentage of key stage 2 disadvantaged pupils | 43.30% |
Number of key stage 2 pupils who are not disadvantaged | 123 |
Percentage of key stage 2 pupils who are not disadvantaged | 56.70% |
Number of eligible pupils with English as additional language (EAL) | 141 |
Percentage of eligible pupils with English as additional language (EAL) | 65.00% |
Number of eligible pupils with English as first language | 75 |
Percentage of eligible pupils with English as first language | 34.60% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 0.50% |
Number of pupils at the end of key stage 4 who are non-mobile | 194 |
% of pupils at the end of key stage 4 who are non-mobile | 89.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 8 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.70% |
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 | 39 |
% 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 | 18.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 31 |
% 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 | 8619.5 |
Average Attainment 8 score per pupil | 39.7 |
Total sum of Attainment 8 scores for English element | 2031 |
Average Attainment 8 score per pupil for English element | 9.4 |
Total sum of Attainment 8 scores for mathematics element | 1726 |
Average Attainment 8 score per pupil for mathematics element | 8 |
Total sum of Attainment 8 scores for EBacc element | 2326 |
Average Attainment 8 score per pupil for EBacc element | 10.7 |
Total sum of Attainment 8 scores for open element | 2536.5 |
Average Attainment 8 score per pupil for open element | 11.7 |
Total sum of Attainment 8 scores for open element - GCSE only | 2267 |
Average Attainment 8 score per pupil for open element - GCSE only | 10.4 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 269.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.2 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 191 |
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 | 88% |
Progress 8 measure after adjustment for extreme scores | -0.04 |
Progress 8 lower 95% confidence interval for adjusted average | -0.24 |
Progress 8 upper 95% confidence interval for adjusted average | 0.17 |
Progress 8 measure based on unadjusted pupil scores | -0.04 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.24 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.17 |
Progress 8 measure for English element | 0.34 |
Lower 95% confidence interval for Progress 8 English element | 0.11 |
Upper 95% confidence interval for Progress 8 English element | 0.57 |
Progress 8 measure for mathematics element | 0.07 |
Lower 95% confidence interval for Progress 8 maths element | -0.14 |
Upper 95% confidence interval for Progress 8 maths element | 0.28 |
Progress 8 measure for EBacc element | -0.32 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.56 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.09 |
Progress 8 measure for open element | -0.07 |
Lower 95% confidence interval for Progress 8 open element | -0.3 |
Upper 95% confidence interval for Progress 8 open element | 0.16 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 61.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 33.60% |
Total EBacc APS score per pupil | 759.7 |
Average EBacc APS score per pupil | 3.5 |
Average EBacc APS score per disadvantaged pupil | 3.29 |
Average EBacc APS score per non-disadvantaged pupil | 3.66 |
Average EBacc APS score per pupil with low prior attainment | 2.27 |
Average EBacc APS score per pupil with middle prior attainment | 3.88 |
Average EBacc APS score per pupil with high prior attainment | 5.87 |
Average EBacc APS score per pupil for whom English is an additional language | 3.51 |
Average EBacc APS score per girl | 3.79 |
Average EBacc APS score per boy | 3.28 |
Average EBacc APS score per non-mobile pupil | 3.66 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 142 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 65.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 16.60% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 8.80% |
Number of pupils entering the English Baccalaureate English subject area | 207 |
% of pupils entering the English Baccalaureate English subject area | 95.40% |
Number of pupils entering the English Baccalaureate Maths subject area | 206 |
% of pupils entering the English Baccalaureate Maths subject area | 94.90% |
Number of pupils entering the English Baccalaureate Science subject area | 210 |
% of pupils entering the English Baccalaureate Science subject area | 96.80% |
Number of pupils entering the English Baccalaureate Humanities subject area | 203 |
% of pupils entering the English Baccalaureate Humanities subject area | 93.50% |
Number of pupils entering the English Baccalaureate Language subject area | 143 |
% of pupils entering the English Baccalaureate Language subject area | 65.90% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 75.60% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 57.60% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 65.00% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 39.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 43.80% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 24.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 30.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 19.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 47.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 36.40% |
Number of pupils included in English Baccalaureate Science Value Added measure | 187 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 89% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 181 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 89% |
Number of pupils included in English Baccalaureate Language Value Added measure | 134 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 94% |
English Baccalaureate Science Value Added measure | -0.47 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.68 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.26 |
EBacc Humanities VA measure | -1 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -1.26 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.74 |
English Baccalaureate Languages Value Added measure | -0.7 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.03 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.37 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 164 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 125 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 141 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 86 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 92 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 51 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 62 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 39 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 68 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 52 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 130 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 59.90% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 204 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 94.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 201 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 92.60% |
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 | 92.90% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 184 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 90.60% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 138 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 96.50% |
Average Attainment 8 score per disadvantaged pupil | 37.6 |
Number of disadvantaged pupils in Progress 8 measure | 82 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.28 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.59 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.03 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.29 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.6 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.03 |
Average Attainment 8 score per non-disadvantaged pupil | 41.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 109 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.15 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.12 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.41 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.15 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.12 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.42 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.9 |
Progress 8 measure for English element - disadvantaged pupils | 0.11 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.24 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.46 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.6 |
Progress 8 measure for maths element - disadvantaged pupils | -0.17 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.49 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.15 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.61 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.96 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.25 |
Average Attainment 8 score per disadvantaged pupil for open element | 11.2 |
Progress 8 measure for open element - disadvantaged pupils | -0.31 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.66 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.04 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.7 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.51 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.21 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.81 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.3 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.25 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.03 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.53 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.3 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.11 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.42 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.19 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 12.1 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.1 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.2 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.41 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.9 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.2 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -12.4 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.44 |
Average Attainment 8 score per pupil with low prior attainment | 28.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 67 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.22 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.12 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.56 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.22 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.13 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.56 |
Average Attainment 8 score per pupil with middle prior attainment | 43.2 |
Number of pupils with middle prior attainment included in Progress 8 measure | 93 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.23 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.52 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.06 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.23 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.52 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.06 |
Average Attainment 8 score per pupil with high prior attainment | 62.6 |
Number of pupils with high prior attainment included in Progress 8 measure | 31 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.01 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.5 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.49 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.02 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.53 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.49 |
Average Attainment 8 score per pupil for whom English is an additional language | 39.8 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.3 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 7.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 10.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 11.8 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 10.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.1 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 120 |
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 | 0.16 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.1 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.41 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.16 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.1 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.41 |
Average Attainment 8 score per girl | 43 |
Average Attainment 8 score per girl for English element | 10.4 |
Average Attainment 8 score per girl for mathematics element | 8.2 |
Average Attainment 8 score per girl for EBacc element | 11.4 |
Average Attainment 8 score per girl for open element | 13.1 |
Average Attainment 8 score per girl - GCSE only | 12 |
Average Attainment 8 score per girl - non-GCSE only | 1.1 |
Number of girls included in Progress 8 measure | 82 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.09 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.22 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.4 |
Unadjusted Progress 8 measure - girls | 0.09 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.22 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.4 |
Average Attainment 8 score per boy | 37.2 |
Average Attainment 8 score per boy for English element | 8.6 |
Average Attainment 8 score per boy for mathematics element | 7.8 |
Average Attainment 8 score per boy for EBacc element | 10.2 |
Average Attainment 8 score per boy for open element | 10.6 |
Average Attainment 8 score per boy - GCSE only | 9.3 |
Average Attainment 8 score per boy - non-GCSE only | 1.3 |
Number of boys included in Progress 8 measure | 109 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.13 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.4 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.14 |
Unadjusted Progress 8 measure - boys | -0.13 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.41 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.14 |
Average Attainment 8 score per non-mobile pupil | 41.3 |
Average Attainment 8 score per non-mobile pupil for English element | 9.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.3 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 11.1 |
Average Attainment 8 score per non-mobile pupil for open element | 12.2 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 10.9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.4 |
Number of non-mobile pupils included in Progress 8 measure | 181 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.03 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.17 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.24 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.03 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.18 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.24 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 20 |
EBacc entered % by low prior attainment | 29.90% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 1.50% |
EBacc achieved % by low prior attainment - with 9-5 passes | 1.50% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 85 |
EBacc entered % by middle prior attainment | 91.40% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 15.10% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 4.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 29 |
EBacc entered % by high prior attainment | 93.50% |
EBacc achieved % by high prior attainment - with 9-4 passes | 61.30% |
EBacc achieved % by high prior attainment - with 9-5 passes | 38.70% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 59.60% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 69.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 13.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 18.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 10.60% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.31 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.6 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.42 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.68 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.31 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.56 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.27 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.01 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.14 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.9 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.12 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.04 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.26 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.91 |
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 | -0.36 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.03 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.59 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.05 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.67 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.3 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.89 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.1 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.93 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.74 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.54 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.56 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.24 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.11 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.01 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.91 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.64 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.38 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.65 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.38 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.45 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.14 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.99 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.98 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.74 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.63 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.46 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.45 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.97 |
% of boys with entries in all English Baccalaureate subject areas | 63.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 11.40% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 5.70% |
% of girls with entries in all English Baccalaureate subject areas | 68.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 23.40% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 12.80% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 71.10% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 18.60% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 9.80% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 63.10% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 17.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 11.30% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 45.60% |
% of pupils achieving any qualifications | 99.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 55.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 65.90% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 23 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 34.30% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 71 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 76.30% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 30 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 96.80% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 60.20% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 62.80% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 59.60% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 65.50% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 29.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 36.60% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 6 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 9.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 34 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 36.60% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 28 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 90.30% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 32.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 35.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 33.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 36.10% |
% of pupils entering more than one language | 0.50% |
% of pupils entering biology, chemistry and physics | 18.90% |
Average number of KS4 entries per pupil | 8 |
Average number of KS4 entries per pupil with low prior attainment | 7.3 |
Average number of KS4 entries per pupil with middle prior attainment | 8.3 |
Average number of KS4 entries per pupil with high prior attainment | 9.4 |
Average number of KS4 entries per disadvantaged pupil | 7.9 |
Average number of KS4 entries per non-disadvantaged pupil | 8 |
Average number of GCSE entries per pupil | 7.3 |
Average number of GCSE entries per pupil with low prior attainment | 6.4 |
Average number of GCSE entries per pupil with middle prior attainment | 7.7 |
Average number of GCSE entries per pupil with high prior attainment | 9 |
Average number of GCSE entries per disadvantaged pupil | 7.2 |
Average number of GCSE entries per non-disadvantaged pupil | 7.4 |
Total volume of entries without discounting | 1752 |
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 | 190 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 168 |
Apprenticeships (number of pupils) | 0 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | SUPP |
Further education (number of pupils) | 11 |
School sixth form (number of pupils) | 7 |
Sixth form college (number of pupils) | 4 |
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) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 92% |
Apprenticeships (percentage) | 0% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (percentage) | SUPP |
Further education (percentage) | 44% |
School sixth form (percentage) | 28% |
Sixth form college (percentage) | 16% |
Other education destination (percentage) | SUPP |
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 | 165 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 145 |
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 | 25 |
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) | 23 |
Number of pupils completing key stage 4 in 2019/20 | 190 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 77 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 113 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
Number of pupils completing key stage 4 in 2018/19 | 176 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 75 |
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 | 101 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 90% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 17 |
Upper confidence limit on the progression score for the total cohort | 28 |
Lower confidence limit on the progression score for the total cohort | 5 |
Cohort size | 50 |
Progressed | 88% |
Apprenticeships | 0% |
Higher Education | 86% |
Top third | 50% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 50 |
Progressed for academic/applied general cohort | 88% |
Progression score for academic/applied general cohort | 17 |
Upper confidence limit on the progression score for the academic/applied general cohort | 28 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 5 |
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 | 95% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 52 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 39 |
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) | 32 |
Further education (level 3 and below) (All levels of study) (number of students) | 2 |
Higher education (level 4 and above) (All levels of study) (number of students) | 28 |
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) | 6 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 11 |
Activity not captured in data (All levels of study) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 75% |
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) | 62% |
Further education (level 3 and below) (All levels of study) (percentage) | 4% |
Higher education (level 4 and above) (All levels of study) (percentage) | 54% |
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) | 12% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 21% |
Activity not captured in data (All levels of study) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 24 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 17 |
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) | 15 |
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) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 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) | 63% |
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) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 28 |
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) | 22 |
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) | 17 |
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) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 79% |
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) | 61% |
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) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 46 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 36 |
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) | 30 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 28 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 5 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
Activity not captured in data (Level 3) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 78% |
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) | 2% |
Higher education (level 4 and above) (Level 3) (percentage) | 61% |
Other education destinations (Level 3) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 11% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 17% |
Activity not captured in data (Level 3) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 21 |
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) | 0 |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 25 |
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) | 2 |
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) | 8% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 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 | 17 |
Upper confidence limit on the progression score for the total cohort | 28 |
Lower confidence limit on the progression score for the total cohort | 5 |
Cohort size | 50 |
Progressed | 88% |
Apprenticeships | 0% |
Higher Education | 86% |
Top third | 50% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 50 |
Progressed for academic/applied general cohort | 88% |
Progression score for academic/applied general cohort | 17 |
Upper confidence limit on the progression score for the academic/applied general cohort | 28 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 5 |
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 | 95% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |