Global Academy
Secondary Free school in Middlesex UB3 1DH
Secondary Free school in Middlesex UB3 1DH
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 419 |
| Number of girls on roll | 262 |
| Number of boys on roll | 157 |
| Percentage of girls on roll | 62.5 |
| Percentage of boys on roll | 37.5 |
| Number of eligible pupils with an EHC plan | 10 |
| Percentage of eligible pupils with an EHC plan | 2.4 |
| Number of eligible pupils with SEN support | 69 |
| Percentage of eligible pupils with SEN support | 16.5 |
| No. pupils where English not first language | 86 |
| No. pupils with English first language | 333 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 20.5 |
| % pupils with English first language | 79.5 |
| No. pupils eligible for free school meals | 127 |
| Number of pupils eligible for FSM at any time during the past 6 years | 50 |
| Total pupils for FSMEver | 142 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 35.2 |
| School address (1) | The Old Vinyl Factory |
|---|---|
| School address (2) | 1 Record Walk |
| School address (3) | Hayes |
| School town | Middlesex |
| School postcode | UB3 1DH |
| School telephone number | 02030199000 |
| School parliamentary constituency code | E14001276 |
| School parliamentary constituency name | Hayes and Harlington |
| Religious denomination | Does not apply |
| Age range | 14-19 |
| 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) | 419 |
| Total boys on roll (including part-time pupils) | 157 |
| Total girls on roll (including part-time pupils) | 262 |
| Number of pupils at the end of key stage 4 | 72 |
| Number of boys at the end of key stage 4 | 30 |
| % of pupils at the end of key stage 4 who are boys | 41.70% |
| Number of girls at the end of key stage 4 | 42 |
| % of pupils at the end key stage 4 who are girls | 58.30% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.4 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 17 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 25.00% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 39 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 57.40% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 12 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 17.60% |
| 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) | 28 |
| Percentage of key stage 2 disadvantaged pupils | 38.90% |
| Number of key stage 2 pupils who are not disadvantaged | 44 |
| Percentage of key stage 2 pupils who are not disadvantaged | 61.10% |
| Number of eligible pupils with English as additional language (EAL) | 10 |
| Percentage of eligible pupils with English as additional language (EAL) | 13.90% |
| Number of eligible pupils with English as first language | 62 |
| Percentage of eligible pupils with English as first language | 86.10% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0.00% |
| Number of pupils at the end of key stage 4 who are non-mobile | 66 |
| % of pupils at the end of key stage 4 who are non-mobile | 91.70% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5.60% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 19 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 26.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 15 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 20.80% |
| Total sum of Attainment 8 scores | 1964 |
| Average Attainment 8 score per pupil | 27.3 |
| Total sum of Attainment 8 scores for English element | 549 |
| Average Attainment 8 score per pupil for English element | 7.6 |
| Total sum of Attainment 8 scores for mathematics element | 556 |
| Average Attainment 8 score per pupil for mathematics element | 7.7 |
| Total sum of Attainment 8 scores for EBacc element | 581 |
| Average Attainment 8 score per pupil for EBacc element | 8.1 |
| Total sum of Attainment 8 scores for open element | 278 |
| Average Attainment 8 score per pupil for open element | 3.9 |
| Total sum of Attainment 8 scores for open element - GCSE only | 278 |
| Average Attainment 8 score per pupil for open element - GCSE only | 3.9 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 0 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2 |
| Average number of Open slots filled in Attainment 8 per pupil | 0.9 |
| Number of pupils included in Progress 8 measure | 68 |
| Number of pupils who have had P8 score adjusted in average | 1 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 94% |
| Progress 8 measure after adjustment for extreme scores | -1.9 |
| Progress 8 lower 95% confidence interval for adjusted average | -2.24 |
| Progress 8 upper 95% confidence interval for adjusted average | -1.56 |
| Progress 8 measure based on unadjusted pupil scores | -1.9 |
| Progress 8 lower 95% confidence interval for unadjusted average | -2.24 |
| Progress 8 upper 95% confidence interval for unadjusted average | -1.56 |
| Progress 8 measure for English element | -1.17 |
| Lower 95% confidence interval for Progress 8 English element | -1.56 |
| Upper 95% confidence interval for Progress 8 English element | -0.79 |
| Progress 8 measure for mathematics element | -0.72 |
| Lower 95% confidence interval for Progress 8 maths element | -1.08 |
| Upper 95% confidence interval for Progress 8 maths element | -0.37 |
| Progress 8 measure for EBacc element | -1.79 |
| Lower 95% confidence interval for Progress 8 EBacc element | -2.17 |
| Upper 95% confidence interval for Progress 8 EBacc element | -1.4 |
| Progress 8 measure for open element | -3.28 |
| Lower 95% confidence interval for Progress 8 open element | -3.67 |
| Upper 95% confidence interval for Progress 8 open element | -2.9 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 51.40% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 25.00% |
| Total EBacc APS score per pupil | 178.14 |
| Average EBacc APS score per pupil | 2.47 |
| Average EBacc APS score per disadvantaged pupil | 2.57 |
| Average EBacc APS score per non-disadvantaged pupil | 2.42 |
| Average EBacc APS score per pupil with low prior attainment | 1.54 |
| Average EBacc APS score per pupil with middle prior attainment | 2.58 |
| Average EBacc APS score per pupil with high prior attainment | 3.65 |
| Average EBacc APS score per pupil for whom English is an additional language | 3.43 |
| Average EBacc APS score per girl | 2.71 |
| Average EBacc APS score per boy | 2.14 |
| Average EBacc APS score per non-mobile pupil | 2.48 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0.00% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
| Number of pupils entering the English Baccalaureate English subject area | 44 |
| % of pupils entering the English Baccalaureate English subject area | 61.10% |
| Number of pupils entering the English Baccalaureate Maths subject area | 69 |
| % of pupils entering the English Baccalaureate Maths subject area | 95.80% |
| Number of pupils entering the English Baccalaureate Science subject area | 68 |
| % of pupils entering the English Baccalaureate Science subject area | 94.40% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 0 |
| % of pupils entering the English Baccalaureate Humanities subject area | 0.00% |
| Number of pupils entering the English Baccalaureate Language subject area | 1 |
| % of pupils entering the English Baccalaureate Language subject area | 1.40% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 54.20% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 43.10% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 59.70% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 31.90% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 55.90% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 30.90% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | NE |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | NE |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | SUPP |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | SUPP |
| Number of pupils included in English Baccalaureate Science Value Added measure | 65 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 96% |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | NE |
| Number of pupils included in English Baccalaureate Language Value Added measure | 1 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | SUPP |
| English Baccalaureate Science Value Added measure | -0.62 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.97 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.26 |
| EBacc Humanities VA measure | NE |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | NE |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | NE |
| English Baccalaureate Languages Value Added measure | SUPP |
| English Baccalaureate Languages Value Added lower 95% confidence limit | SUPP |
| English Baccalaureate Languages Value Added upper 95% confidence limit | SUPP |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 39 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 31 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 43 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 23 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 38 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 21 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | NE |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | NE |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | SUPP |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | SUPP |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 0 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 0.00% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 44 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 61.10% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 69 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.80% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 66 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 97.10% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | NE |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | NE |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | SUPP |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | SUPP |
| Average Attainment 8 score per disadvantaged pupil | 28.2 |
| Number of disadvantaged pupils in Progress 8 measure | 28 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | -1.79 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.32 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.27 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -1.79 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.32 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.26 |
| Average Attainment 8 score per non-disadvantaged pupil | 26.7 |
| Number of non-disadvantaged pupils in Progress 8 measure | 40 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -1.97 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -2.41 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -1.54 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -1.98 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -2.42 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -1.53 |
| Average Attainment 8 score per disadvantaged pupil for English element | 7.7 |
| Progress 8 measure for English element - disadvantaged pupils | -1.12 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.72 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.52 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.1 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.49 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.04 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.06 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 8.4 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.68 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -2.28 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.07 |
| Average Attainment 8 score per disadvantaged pupil for open element | 4 |
| Progress 8 measure for open element - disadvantaged pupils | -3.22 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -3.82 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.62 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 7.6 |
| Progress 8 measure for English element - non-disadvantaged pupils | -1.21 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -1.71 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.71 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 7.5 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.88 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -1.35 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.42 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 7.9 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -1.86 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -2.37 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -1.35 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 3.8 |
| Progress 8 measure for open element - non-disadvantaged pupils | -3.33 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -3.83 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -2.83 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 4 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 3.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -21.8 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.95 |
| Average Attainment 8 score per pupil with low prior attainment | 17.9 |
| Number of pupils with low prior attainment included in Progress 8 measure | 17 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -1.17 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.85 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.5 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -1.17 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.86 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.49 |
| Average Attainment 8 score per pupil with middle prior attainment | 28.1 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 39 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -1.98 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -2.43 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.54 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -1.98 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -2.43 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.53 |
| Average Attainment 8 score per pupil with high prior attainment | 39.7 |
| Number of pupils with high prior attainment included in Progress 8 measure | 12 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -2.66 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -3.46 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -1.86 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -2.66 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -3.48 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -1.85 |
| Average Attainment 8 score per pupil for whom English is an additional language | 36.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 10 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 11.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 4.5 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 4.5 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 10 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | -1.34 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -2.22 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | -0.47 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | -1.34 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -2.24 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | -0.45 |
| Average Attainment 8 score per girl | 29.6 |
| Average Attainment 8 score per girl for English element | 8.6 |
| Average Attainment 8 score per girl for mathematics element | 8 |
| Average Attainment 8 score per girl for EBacc element | 8.5 |
| Average Attainment 8 score per girl for open element | 4.6 |
| Average Attainment 8 score per girl - GCSE only | 4.6 |
| Average Attainment 8 score per girl - non-GCSE only | 0 |
| Number of girls included in Progress 8 measure | 41 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | -1.74 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -2.18 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -1.31 |
| Unadjusted Progress 8 measure - girls | -1.74 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -2.19 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -1.3 |
| Average Attainment 8 score per boy | 24 |
| Average Attainment 8 score per boy for English element | 6.3 |
| Average Attainment 8 score per boy for mathematics element | 7.3 |
| Average Attainment 8 score per boy for EBacc element | 7.5 |
| Average Attainment 8 score per boy for open element | 2.8 |
| Average Attainment 8 score per boy - GCSE only | 2.8 |
| Average Attainment 8 score per boy - non-GCSE only | 0 |
| Number of boys included in Progress 8 measure | 27 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | -2.13 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -2.67 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -1.6 |
| Unadjusted Progress 8 measure - boys | -2.13 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -2.68 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -1.59 |
| Average Attainment 8 score per non-mobile pupil | 27.3 |
| Average Attainment 8 score per non-mobile pupil for English element | 7.7 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 7.7 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 8 |
| Average Attainment 8 score per non-mobile pupil for open element | 3.9 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 3.9 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
| Number of non-mobile pupils included in Progress 8 measure | 64 |
| Number of non-mobile pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-mobile pupils | -1.88 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -2.22 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.53 |
| Unadjusted Progress 8 measure - non-mobile pupils | -1.88 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -2.23 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.52 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 0 |
| EBacc entered % by low prior attainment | 0.00% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 0 |
| EBacc entered % by middle prior attainment | 0.00% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 0.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 0 |
| EBacc entered % by high prior attainment | 0.00% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 0.00% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 0.00% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.49 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.4 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.46 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.5 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.7 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | NE |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.05 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.05 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.24 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -1.16 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.21 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -1.18 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.08 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.88 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.63 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -2.28 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | NE |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | NE |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| % of boys with entries in all English Baccalaureate subject areas | 0.00% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 0.00% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 0.00% |
| % of girls with entries in all English Baccalaureate subject areas | 0.00% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 0.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 0.00% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 0.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 0.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 0.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 0.00% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 6.90% |
| % of pupils achieving any qualifications | 97.20% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 46.40% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 54.50% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 2 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 11.80% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 26 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 66.70% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 58.30% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 43.30% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 57.10% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 70.00% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 51.50% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 25.00% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 25.00% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5.90% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 11 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 28.20% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 6 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 50.00% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 16.70% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 31.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 50.00% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 25.80% |
| % of pupils entering more than one language | 0.00% |
| % of pupils entering biology, chemistry and physics | 0.00% |
| Average number of KS4 entries per pupil | 3.9 |
| Average number of KS4 entries per pupil with low prior attainment | 3.9 |
| Average number of KS4 entries per pupil with middle prior attainment | 3.8 |
| Average number of KS4 entries per pupil with high prior attainment | 4.4 |
| Average number of KS4 entries per disadvantaged pupil | 4 |
| Average number of KS4 entries per non-disadvantaged pupil | 3.9 |
| Average number of GCSE entries per pupil | 3.9 |
| Average number of GCSE entries per pupil with low prior attainment | 3.9 |
| Average number of GCSE entries per pupil with middle prior attainment | 3.8 |
| Average number of GCSE entries per pupil with high prior attainment | 4.4 |
| Average number of GCSE entries per disadvantaged pupil | 4 |
| Average number of GCSE entries per non-disadvantaged pupil | 3.9 |
| Total volume of entries without discounting | 292 |
| 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 | SUPP |
| Number of pupils completing key stage 4 in 2020/21 | 71 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 65 |
| Apprenticeships (number of pupils) | 0 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 42 |
| Further education (number of pupils) | SUPP |
| School sixth form (number of pupils) | 25 |
| Sixth form college (number of pupils) | SUPP |
| 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) | 3 |
| Activity not captured (number of pupils) | 2 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 90% |
| Apprenticeships (percentage) | 0% |
| 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) | 86% |
| Further education (percentage) | SUPP |
| School sixth form (percentage) | 51% |
| Sixth form college (percentage) | SUPP |
| Other education destination (percentage) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 6% |
| Activity not captured (percentage) | 4% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 22 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 21 |
| 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 | 49 |
| 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) | 44 |
| Number of pupils completing key stage 4 in 2019/20 | 75 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 89% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 30 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 90% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 45 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 89% |
| Number of pupils completing key stage 4 in 2018/19 | 60 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 87% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 18 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 72% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 42 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -1 |
| Upper confidence limit on the progression score for the total cohort | 7 |
| Lower confidence limit on the progression score for the total cohort | -9 |
| Cohort size | 102 |
| Progressed | 50% |
| Apprenticeships | 3% |
| Higher Education | 45% |
| Top third | 6% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 17 |
| Progressed for academic/applied general cohort | 65% |
| Progression score for academic/applied general cohort | -6 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -25 |
| Cohort size for TLEV cohort | 2 |
| 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 | 83 |
| Progressed for other level 3 qualifications cohort | 46% |
| Score for other level 3 qualifications cohort | -1 |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | 9 |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | -11 |
| Progressed for disadvantaged students | 54% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 50% |
| Top third for disadvantaged students | 8% |
| 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) | 93 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 79 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 18 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 39 |
| Further education (level 3 and below) (All levels of study) (number of students) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 35 |
| Other education destinations (All levels of study) (number of students) | 4 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 22 |
| 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) | 6 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 85% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 19% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 42% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 38% |
| 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) | 24% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
| Activity not captured in data (All levels of study) (percentage) | 6% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 23 |
| 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) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 10 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 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) | 5 |
| 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) | 4 |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 74% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 9% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 43% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | 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) | 22% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 17% |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 9% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 70 |
| 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) | 62 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 16 |
| 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) | 29 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| 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) | 17 |
| 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) | 4 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 4 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 89% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 23% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 41% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| 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) | 24% |
| 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) | 6% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 6% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 87 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 76 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 17 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 38 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 34 |
| Other education destinations (Level 3) (number of students) | 4 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 21 |
| 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) | 4 |
| 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) | 20% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 44% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 39% |
| Other education destinations (Level 3) (percentage) | 5% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 24% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 8% |
| Activity not captured in data (Level 3) (percentage) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 22 |
| 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) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 65 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 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) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 4 |
| 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) | 2 |
| 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 | -1 |
| Upper confidence limit on the progression score for the total cohort | 7 |
| Lower confidence limit on the progression score for the total cohort | -9 |
| Cohort size | 102 |
| Progressed | 50% |
| Apprenticeships | 3% |
| Higher Education | 45% |
| Top third | 6% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 17 |
| Progressed for academic/applied general cohort | 65% |
| Progression score for academic/applied general cohort | -6 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 13 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -25 |
| Cohort size for TLEV cohort | 2 |
| 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 | 83 |
| Progressed for other level 3 qualifications cohort | 46% |
| Score for other level 3 qualifications cohort | -1 |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | 9 |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | -11 |
| Progressed for disadvantaged students | 54% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | 50% |
| Top third for disadvantaged students | 8% |
| Higher technical for disadvantaged students | SUPP |