For the 2023/2024 academic year
Type of school | State-funded secondary |
---|---|
Total number of pupils on roll | 1409 |
Number of girls on roll | 708 |
Number of boys on roll | 701 |
Percentage of girls on roll | 50.2 |
Percentage of boys on roll | 49.8 |
Number of eligible pupils with an EHC plan | 12 |
Percentage of eligible pupils with an EHC plan | 0.9 |
Number of eligible pupils with SEN support | 167 |
Percentage of eligible pupils with SEN support | 11.9 |
No. pupils where English not first language | 28 |
No. pupils with English first language | 1376 |
No. pupils where first language is unclassified | 5 |
% pupils where English not first language | 2 |
% pupils with English first language | 97.7 |
No. pupils eligible for free school meals | 228 |
Number of pupils eligible for FSM at any time during the past 6 years | 222 |
Total pupils for FSMEver | 1218 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 18.2 |
School address (1) | Kings Avenue |
---|---|
School address (3) | Hednesford |
School town | Cannock |
School postcode | WS12 1DH |
School telephone number | 01543227320 |
School parliamentary constituency code | E14001150 |
School parliamentary constituency name | Cannock Chase |
Religious denomination | None |
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) | 1409 |
Total boys on roll (including part-time pupils) | 701 |
Total girls on roll (including part-time pupils) | 708 |
Number of pupils at the end of key stage 4 | 211 |
Number of boys at the end of key stage 4 | 104 |
% of pupils at the end of key stage 4 who are boys | 49.30% |
Number of girls at the end of key stage 4 | 107 |
% of pupils at the end key stage 4 who are girls | 50.70% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.7 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 41 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 19.60% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 118 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 50 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 23.90% |
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) | 30 |
Percentage of key stage 2 disadvantaged pupils | 14.20% |
Number of key stage 2 pupils who are not disadvantaged | 181 |
Percentage of key stage 2 pupils who are not disadvantaged | 85.80% |
Number of eligible pupils with English as additional language (EAL) | 2 |
Percentage of eligible pupils with English as additional language (EAL) | 0.90% |
Number of eligible pupils with English as first language | 208 |
Percentage of eligible pupils with English as first language | 98.60% |
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 | 208 |
% of pupils at the end of key stage 4 who are non-mobile | 98.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.40% |
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 | 24 |
% 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 | 11.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 21 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 10.00% |
Total sum of Attainment 8 scores | 10827 |
Average Attainment 8 score per pupil | 51.3 |
Total sum of Attainment 8 scores for English element | 2262 |
Average Attainment 8 score per pupil for English element | 10.7 |
Total sum of Attainment 8 scores for mathematics element | 2002 |
Average Attainment 8 score per pupil for mathematics element | 9.5 |
Total sum of Attainment 8 scores for EBacc element | 3199.5 |
Average Attainment 8 score per pupil for EBacc element | 15.2 |
Total sum of Attainment 8 scores for open element | 3363.5 |
Average Attainment 8 score per pupil for open element | 15.9 |
Total sum of Attainment 8 scores for open element - GCSE only | 2304 |
Average Attainment 8 score per pupil for open element - GCSE only | 10.9 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 1059.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 5 |
Average number of EBacc slots filled in Attainment 8 per pupil | 3 |
Average number of Open slots filled in Attainment 8 per pupil | 3 |
Number of pupils included in Progress 8 measure | 209 |
Number of pupils who have had P8 score adjusted in average | 0 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 99% |
Progress 8 measure after adjustment for extreme scores | 0.43 |
Progress 8 lower 95% confidence interval for adjusted average | 0.24 |
Progress 8 upper 95% confidence interval for adjusted average | 0.63 |
Progress 8 measure based on unadjusted pupil scores | 0.43 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.24 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.63 |
Progress 8 measure for English element | 0.32 |
Lower 95% confidence interval for Progress 8 English element | 0.1 |
Upper 95% confidence interval for Progress 8 English element | 0.54 |
Progress 8 measure for mathematics element | 0.08 |
Lower 95% confidence interval for Progress 8 maths element | -0.12 |
Upper 95% confidence interval for Progress 8 maths element | 0.28 |
Progress 8 measure for EBacc element | 0.49 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.27 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.71 |
Progress 8 measure for open element | 0.69 |
Lower 95% confidence interval for Progress 8 open element | 0.47 |
Upper 95% confidence interval for Progress 8 open element | 0.91 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 74.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 47.40% |
Total EBacc APS score per pupil | 900.21 |
Average EBacc APS score per pupil | 4.27 |
Average EBacc APS score per disadvantaged pupil | 3.66 |
Average EBacc APS score per non-disadvantaged pupil | 4.37 |
Average EBacc APS score per pupil with low prior attainment | 2.69 |
Average EBacc APS score per pupil with middle prior attainment | 4.18 |
Average EBacc APS score per pupil with high prior attainment | 5.82 |
Average EBacc APS score per pupil for whom English is an additional language | SUPP |
Average EBacc APS score per girl | 4.24 |
Average EBacc APS score per boy | 4.3 |
Average EBacc APS score per non-mobile pupil | 4.27 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 25 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 11.80% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 7.60% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 6.20% |
Number of pupils entering the English Baccalaureate English subject area | 210 |
% of pupils entering the English Baccalaureate English subject area | 99.50% |
Number of pupils entering the English Baccalaureate Maths subject area | 210 |
% of pupils entering the English Baccalaureate Maths subject area | 99.50% |
Number of pupils entering the English Baccalaureate Science subject area | 210 |
% of pupils entering the English Baccalaureate Science subject area | 99.50% |
Number of pupils entering the English Baccalaureate Humanities subject area | 157 |
% of pupils entering the English Baccalaureate Humanities subject area | 74.40% |
Number of pupils entering the English Baccalaureate Language subject area | 71 |
% of pupils entering the English Baccalaureate Language subject area | 33.60% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 87.70% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 73.50% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 77.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 51.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 75.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 60.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 61.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 47.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 78.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 62.00% |
Number of pupils included in English Baccalaureate Science Value Added measure | 209 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 100% |
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 | 99% |
Number of pupils included in English Baccalaureate Language Value Added measure | 71 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
English Baccalaureate Science Value Added measure | 0.6 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.41 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.8 |
EBacc Humanities VA measure | 0 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.28 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.28 |
English Baccalaureate Languages Value Added measure | 0.09 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.37 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.54 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 185 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 155 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 163 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 108 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 159 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 126 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 96 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 74 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 56 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 44 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 25 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 11.80% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 210 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 99.50% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 210 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.50% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 210 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 155 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.70% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 71 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 45.9 |
Number of disadvantaged pupils in Progress 8 measure | 30 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | 0.02 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.48 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.53 |
Unadjusted Progress 8 measure - disadvantaged pupils | 0.02 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.49 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.54 |
Average Attainment 8 score per non-disadvantaged pupil | 52.2 |
Number of non-disadvantaged pupils in Progress 8 measure | 179 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.5 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.3 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.71 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.5 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.29 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.71 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.7 |
Progress 8 measure for English element - disadvantaged pupils | -0.07 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.65 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.51 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.3 |
Progress 8 measure for maths element - disadvantaged pupils | -0.38 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.92 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.15 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 13.1 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.06 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.64 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.53 |
Average Attainment 8 score per disadvantaged pupil for open element | 14.8 |
Progress 8 measure for open element - disadvantaged pupils | 0.44 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.14 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 1.02 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.9 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.39 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.15 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.62 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.7 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.16 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.06 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.38 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.5 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.58 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.34 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.82 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 16.1 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.73 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.49 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.97 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.9 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 5.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 11.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 4.9 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -4.1 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.14 |
Average Attainment 8 score per pupil with low prior attainment | 33.9 |
Number of pupils with low prior attainment included in Progress 8 measure | 41 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.63 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.19 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.06 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.63 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.19 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 1.07 |
Average Attainment 8 score per pupil with middle prior attainment | 50.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 118 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.47 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.22 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.73 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.47 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.21 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.73 |
Average Attainment 8 score per pupil with high prior attainment | 68.1 |
Number of pupils with high prior attainment included in Progress 8 measure | 50 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.18 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.21 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.58 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.18 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.22 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.58 |
Average Attainment 8 score per pupil for whom English is an additional language | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for English element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language for open element | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | SUPP |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | SUPP |
Number of pupils for whom English is an additional language included in Progress 8 measure | SUPP |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | SUPP |
Adjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | SUPP |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | SUPP |
Average Attainment 8 score per girl | 50.7 |
Average Attainment 8 score per girl for English element | 10.8 |
Average Attainment 8 score per girl for mathematics element | 8.9 |
Average Attainment 8 score per girl for EBacc element | 14.7 |
Average Attainment 8 score per girl for open element | 16.3 |
Average Attainment 8 score per girl - GCSE only | 9.3 |
Average Attainment 8 score per girl - non-GCSE only | 7 |
Number of girls included in Progress 8 measure | 106 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | 0.28 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.01 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.55 |
Unadjusted Progress 8 measure - girls | 0.28 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.01 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.56 |
Average Attainment 8 score per boy | 51.9 |
Average Attainment 8 score per boy for English element | 10.7 |
Average Attainment 8 score per boy for mathematics element | 10.1 |
Average Attainment 8 score per boy for EBacc element | 15.7 |
Average Attainment 8 score per boy for open element | 15.5 |
Average Attainment 8 score per boy - GCSE only | 12.6 |
Average Attainment 8 score per boy - non-GCSE only | 3 |
Number of boys included in Progress 8 measure | 103 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.59 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.32 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.86 |
Unadjusted Progress 8 measure - boys | 0.59 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.31 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.87 |
Average Attainment 8 score per non-mobile pupil | 51.4 |
Average Attainment 8 score per non-mobile pupil for English element | 10.7 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.5 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 15.2 |
Average Attainment 8 score per non-mobile pupil for open element | 16 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 10.9 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 5 |
Number of non-mobile pupils included in Progress 8 measure | 206 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | 0.45 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.26 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.64 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.45 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.25 |
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 | 2 |
EBacc entered % by low prior attainment | 4.90% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 16 |
EBacc entered % by middle prior attainment | 13.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 7.60% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 5.10% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 7 |
EBacc entered % by high prior attainment | 14.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 14.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 14.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 3.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 13.30% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 3.30% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 3.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 8.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.60% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.65 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.62 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.52 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.03 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.7 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.06 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.08 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.29 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.39 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.06 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.23 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.11 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.07 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.1 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.55 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.5 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.91 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.49 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.1 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.21 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.88 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.36 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.93 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.12 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.35 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.13 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.24 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.54 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.66 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.28 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.44 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.93 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.34 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.5 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.63 |
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 | -0.37 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.46 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.45 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.84 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.39 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.66 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.88 |
% of boys with entries in all English Baccalaureate subject areas | 2.90% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 2.90% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 1.00% |
% of girls with entries in all English Baccalaureate subject areas | 20.60% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 12.10% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 11.20% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 12.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 7.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 6.30% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | SUPP |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | SUPP |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 72.00% |
% of pupils achieving any qualifications | 99.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 63.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 76.80% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 11 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 26.80% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 97 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 82.20% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 49 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 98.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 77.90% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 72.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 75.00% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 30.00% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 50.30% |
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 | 4.90% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 50 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 42.40% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 47 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 94.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 49.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 45.80% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | SUPP |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 47.60% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 16.60% |
Average number of KS4 entries per pupil | 7.8 |
Average number of KS4 entries per pupil with low prior attainment | 7.6 |
Average number of KS4 entries per pupil with middle prior attainment | 7.8 |
Average number of KS4 entries per pupil with high prior attainment | 8.2 |
Average number of KS4 entries per disadvantaged pupil | 7.7 |
Average number of KS4 entries per non-disadvantaged pupil | 7.8 |
Average number of GCSE entries per pupil | 6.7 |
Average number of GCSE entries per pupil with low prior attainment | 6.2 |
Average number of GCSE entries per pupil with middle prior attainment | 6.6 |
Average number of GCSE entries per pupil with high prior attainment | 7.6 |
Average number of GCSE entries per disadvantaged pupil | 6.4 |
Average number of GCSE entries per non-disadvantaged pupil | 6.8 |
Total volume of entries without discounting | 1645 |
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 | 190 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 184 |
Apprenticeships (number of pupils) | 6 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 144 |
Further education (number of pupils) | 49 |
School sixth form (number of pupils) | 95 |
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) | 3 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 98% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 4% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 91% |
Further education (percentage) | 31% |
School sixth form (percentage) | 60% |
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) | 2% |
Activity not captured (percentage) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 31 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 28 |
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 159 |
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) | 156 |
Number of pupils completing key stage 4 in 2019/20 | 181 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 35 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 89% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 146 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of pupils completing key stage 4 in 2018/19 | 165 |
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 | 21 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 86% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 144 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 98% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -2 |
Upper confidence limit on the progression score for the total cohort | 8 |
Lower confidence limit on the progression score for the total cohort | -12 |
Cohort size | 65 |
Progressed | 72% |
Apprenticeships | 2% |
Higher Education | 69% |
Top third | 28% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 64 |
Progressed for academic/applied general cohort | 73% |
Progression score for academic/applied general cohort | -1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -10 |
Cohort size for TLEV cohort | 1 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 77 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 66 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 7 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 34 |
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) | 32 |
Other education destinations (All levels of study) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 25 |
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) | 3 |
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) | 9% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 44% |
Further education (level 3 and below) (All levels of study) (percentage) | 3% |
Higher education (level 4 and above) (All levels of study) (percentage) | 42% |
Other education destinations (All levels of study) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 32% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
Activity not captured in data (All levels of study) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
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) | 0 |
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) | SUPP |
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) | 0% |
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) | 72 |
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) | 63 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 33 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 23 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 10% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 46% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 32% |
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) | 70 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 61 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 5 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 33 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 32 |
Other education destinations (Level 3) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 23 |
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) | 2 |
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) | 7% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 47% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 46% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 33% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
Activity not captured in data (Level 3) (percentage) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 4 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 66 |
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) | 5 |
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) | 0 |
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) | 8% |
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) | 0% |
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) | 3% |
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) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 5 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 1 |
Further education (level 3 and below) (L1, entry level and other) (number of students) | 1 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | 0 |
Other education destinations (L1, entry level and other) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
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) | 1 |
Activity not captured in data (L1, entry level and other) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 71% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 29% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 14% |
Further education (level 3 and below) (L1, entry level and other) (percentage) | 14% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | 0% |
Other education destinations (L1, entry level and other) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 14% |
Activity not captured in data (L1, entry level and other) (percentage) | 14% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | 0 |
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) | 0% |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | 0% |
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) | 6 |
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) | 2 |
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) | 0 |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
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) | 33% |
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) | 0% |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
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 | -2 |
Upper confidence limit on the progression score for the total cohort | 8 |
Lower confidence limit on the progression score for the total cohort | -12 |
Cohort size | 65 |
Progressed | 72% |
Apprenticeships | 2% |
Higher Education | 69% |
Top third | 28% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 64 |
Progressed for academic/applied general cohort | 73% |
Progression score for academic/applied general cohort | -1 |
Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -10 |
Cohort size for TLEV cohort | 1 |
Progressed for TLEV cohort | SUPP |
Score for TLEV cohort | SUPP |
Upper confidence limit on the progression score for the TLEV cohort | SUPP |
Lower confidence limit on the progression score for the TLEV cohort | SUPP |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |