For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 763 |
Number of girls on roll | 247 |
Number of boys on roll | 516 |
Percentage of girls on roll | 32.4 |
Percentage of boys on roll | 67.6 |
Number of eligible pupils with an EHC plan | 11 |
Percentage of eligible pupils with an EHC plan | 1.4 |
Number of eligible pupils with SEN support | 52 |
Percentage of eligible pupils with SEN support | 6.8 |
No. pupils where English not first language | 440 |
No. pupils with English first language | 323 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 57.7 |
% pupils with English first language | 42.3 |
No. pupils eligible for free school meals | 238 |
Number of pupils eligible for FSM at any time during the past 6 years | 137 |
Total pupils for FSMEver | 298 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 46 |
School address (1) | 15 University Way |
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School address (3) | Royal Docks |
School town | London |
School postcode | E16 2RD |
School telephone number | 02030197333 |
School parliamentary constituency code | E14001576 |
School parliamentary constituency name | West Ham and Beckton |
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) | NR |
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) | 763 |
Total boys on roll (including part-time pupils) | 516 |
Total girls on roll (including part-time pupils) | 247 |
Number of pupils at the end of key stage 4 | 99 |
Number of boys at the end of key stage 4 | 71 |
% of pupils at the end of key stage 4 who are boys | 71.70% |
Number of girls at the end of key stage 4 | 28 |
% of pupils at the end key stage 4 who are girls | 28.30% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 18 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 19.40% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 54 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 58.10% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 21 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 22.60% |
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) | 46 |
Percentage of key stage 2 disadvantaged pupils | 46.50% |
Number of key stage 2 pupils who are not disadvantaged | 53 |
Percentage of key stage 2 pupils who are not disadvantaged | 53.50% |
Number of eligible pupils with English as additional language (EAL) | 42 |
Percentage of eligible pupils with English as additional language (EAL) | 42.40% |
Number of eligible pupils with English as first language | 57 |
Percentage of eligible pupils with English as first language | 57.60% |
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 | 98 |
% of pupils at the end of key stage 4 who are non-mobile | 99.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.00% |
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 | 7 |
% 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 | 7.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 5 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 5.10% |
Total sum of Attainment 8 scores | 4305.5 |
Average Attainment 8 score per pupil | 43.5 |
Total sum of Attainment 8 scores for English element | 991 |
Average Attainment 8 score per pupil for English element | 10 |
Total sum of Attainment 8 scores for mathematics element | 892 |
Average Attainment 8 score per pupil for mathematics element | 9 |
Total sum of Attainment 8 scores for EBacc element | 1234 |
Average Attainment 8 score per pupil for EBacc element | 12.5 |
Total sum of Attainment 8 scores for open element | 1188.5 |
Average Attainment 8 score per pupil for open element | 12 |
Total sum of Attainment 8 scores for open element - GCSE only | 790 |
Average Attainment 8 score per pupil for open element - GCSE only | 8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 398.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 4 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 93 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 94% |
Progress 8 measure after adjustment for extreme scores | -0.38 |
Progress 8 lower 95% confidence interval for adjusted average | -0.66 |
Progress 8 upper 95% confidence interval for adjusted average | -0.09 |
Progress 8 measure based on unadjusted pupil scores | -0.42 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.71 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.12 |
Progress 8 measure for English element | -0.1 |
Lower 95% confidence interval for Progress 8 English element | -0.43 |
Upper 95% confidence interval for Progress 8 English element | 0.22 |
Progress 8 measure for mathematics element | -0.2 |
Lower 95% confidence interval for Progress 8 maths element | -0.51 |
Upper 95% confidence interval for Progress 8 maths element | 0.1 |
Progress 8 measure for EBacc element | -0.5 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.83 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.16 |
Progress 8 measure for open element | -0.69 |
Lower 95% confidence interval for Progress 8 open element | -1.02 |
Upper 95% confidence interval for Progress 8 open element | -0.36 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 65.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 45.50% |
Total EBacc APS score per pupil | 334.52 |
Average EBacc APS score per pupil | 3.38 |
Average EBacc APS score per disadvantaged pupil | 3 |
Average EBacc APS score per non-disadvantaged pupil | 3.71 |
Average EBacc APS score per pupil with low prior attainment | 2.08 |
Average EBacc APS score per pupil with middle prior attainment | 3.39 |
Average EBacc APS score per pupil with high prior attainment | 4.6 |
Average EBacc APS score per pupil for whom English is an additional language | 3.71 |
Average EBacc APS score per girl | 3.72 |
Average EBacc APS score per boy | 3.24 |
Average EBacc APS score per non-mobile pupil | 3.41 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 4 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 4.00% |
% 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 | 95 |
% of pupils entering the English Baccalaureate English subject area | 96.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 98 |
% of pupils entering the English Baccalaureate Maths subject area | 99.00% |
Number of pupils entering the English Baccalaureate Science subject area | 96 |
% of pupils entering the English Baccalaureate Science subject area | 97.00% |
Number of pupils entering the English Baccalaureate Humanities subject area | 41 |
% of pupils entering the English Baccalaureate Humanities subject area | 41.40% |
Number of pupils entering the English Baccalaureate Language subject area | 10 |
% of pupils entering the English Baccalaureate Language subject area | 10.10% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 76.80% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 60.60% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 69.70% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 52.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 63.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 50.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 46.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 34.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 60.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 60.00% |
Number of pupils included in English Baccalaureate Science Value Added measure | 90 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 94% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 41 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 100% |
Number of pupils included in English Baccalaureate Language Value Added measure | 7 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 70% |
English Baccalaureate Science Value Added measure | -0.23 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.53 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.07 |
EBacc Humanities VA measure | -0.7 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -1.25 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.16 |
English Baccalaureate Languages Value Added measure | 0.42 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.03 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 1.87 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 76 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 60 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 69 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 52 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 61 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 48 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 19 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 14 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 6 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 6 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 3 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 3.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 95 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 96 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.00% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 90 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 93.80% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 39 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 95.10% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 7 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 70.00% |
Average Attainment 8 score per disadvantaged pupil | 38.6 |
Number of disadvantaged pupils in Progress 8 measure | 43 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.63 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.06 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.21 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.72 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.15 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.29 |
Average Attainment 8 score per non-disadvantaged pupil | 47.7 |
Number of non-disadvantaged pupils in Progress 8 measure | 50 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.16 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.55 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.24 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.16 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.56 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.24 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.9 |
Progress 8 measure for English element - disadvantaged pupils | -0.49 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.97 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.9 |
Progress 8 measure for maths element - disadvantaged pupils | -0.55 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.11 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.78 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.27 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.29 |
Average Attainment 8 score per disadvantaged pupil for open element | 10.7 |
Progress 8 measure for open element - disadvantaged pupils | -0.93 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.41 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.44 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.9 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.23 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.22 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.67 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.1 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.31 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.51 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.7 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.25 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.71 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 13.1 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.48 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.93 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.03 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.3 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 3.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 8.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 4.6 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -11.4 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.79 |
Average Attainment 8 score per pupil with low prior attainment | 25.7 |
Number of pupils with low prior attainment included in Progress 8 measure | 18 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.22 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.88 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.43 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.22 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.89 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.45 |
Average Attainment 8 score per pupil with middle prior attainment | 44.1 |
Number of pupils with middle prior attainment included in Progress 8 measure | 54 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.34 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.71 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.04 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.34 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.72 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.05 |
Average Attainment 8 score per pupil with high prior attainment | 59 |
Number of pupils with high prior attainment included in Progress 8 measure | 21 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.61 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.22 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.79 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.41 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.17 |
Average Attainment 8 score per pupil for whom English is an additional language | 47.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.8 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 13.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.6 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 7.8 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 4.8 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 39 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | -0.08 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.53 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.36 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | -0.15 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.6 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.31 |
Average Attainment 8 score per girl | 48.4 |
Average Attainment 8 score per girl for English element | 11 |
Average Attainment 8 score per girl for mathematics element | 9.4 |
Average Attainment 8 score per girl for EBacc element | 13.6 |
Average Attainment 8 score per girl for open element | 14.4 |
Average Attainment 8 score per girl - GCSE only | 10.5 |
Average Attainment 8 score per girl - non-GCSE only | 3.9 |
Number of girls included in Progress 8 measure | 28 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | -0.15 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.67 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.38 |
Unadjusted Progress 8 measure - girls | -0.2 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.73 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.34 |
Average Attainment 8 score per boy | 41.6 |
Average Attainment 8 score per boy for English element | 9.6 |
Average Attainment 8 score per boy for mathematics element | 8.9 |
Average Attainment 8 score per boy for EBacc element | 12 |
Average Attainment 8 score per boy for open element | 11.1 |
Average Attainment 8 score per boy - GCSE only | 7 |
Average Attainment 8 score per boy - non-GCSE only | 4.1 |
Number of boys included in Progress 8 measure | 65 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.47 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.82 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.13 |
Unadjusted Progress 8 measure - boys | -0.51 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.86 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.16 |
Average Attainment 8 score per non-mobile pupil | 43.9 |
Average Attainment 8 score per non-mobile pupil for English element | 10.1 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.1 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 12.6 |
Average Attainment 8 score per non-mobile pupil for open element | 12.1 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8.1 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 4.1 |
Number of non-mobile pupils included in Progress 8 measure | 92 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.34 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.62 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.05 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.35 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.64 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.06 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 1 |
EBacc entered % by low prior attainment | 5.60% |
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 | 3 |
EBacc entered % by middle prior attainment | 5.60% |
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 | 4.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 3.80% |
% 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 | 0.03 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.22 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.46 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.46 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.04 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.42 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.91 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.65 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.08 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.24 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
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 | -0.01 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.91 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.37 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.44 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.75 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.68 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.17 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.6 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.18 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.1 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.72 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.88 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.5 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.98 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.55 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.39 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.13 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.69 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.59 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.88 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 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 | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
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 | 4.20% |
% 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 | 3.60% |
% 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 | 4.10% |
% 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 | 9.50% |
% 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 | 59.60% |
% of pupils achieving any qualifications | 98.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 56.50% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 73.60% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 3 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 16.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 40 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 74.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 19 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 90.50% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 66.20% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 64.30% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 71.40% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 66.30% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 34.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 54.70% |
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 | 5.60% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 26 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 48.10% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 17 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 81.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 40.80% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 57.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 52.40% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 45.90% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 27.30% |
Average number of KS4 entries per pupil | 7.1 |
Average number of KS4 entries per pupil with low prior attainment | 6.4 |
Average number of KS4 entries per pupil with middle prior attainment | 7.3 |
Average number of KS4 entries per pupil with high prior attainment | 7.4 |
Average number of KS4 entries per disadvantaged pupil | 6.9 |
Average number of KS4 entries per non-disadvantaged pupil | 7.3 |
Average number of GCSE entries per pupil | 6.2 |
Average number of GCSE entries per pupil with low prior attainment | 5.7 |
Average number of GCSE entries per pupil with middle prior attainment | 6.2 |
Average number of GCSE entries per pupil with high prior attainment | 6.5 |
Average number of GCSE entries per disadvantaged pupil | 6.1 |
Average number of GCSE entries per non-disadvantaged pupil | 6.2 |
Total volume of entries without discounting | 719 |
Total volume of covid-impacted entries without discounting | 5 |
% of covid-impacted entries out of total number of entries | 1% |
Progress 8 banding shown on school performance tables website | SUPP |
Number of pupils completing key stage 4 in 2020/21 | 78 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 76 |
Apprenticeships (number of pupils) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 39 |
Further education (number of pupils) | SUPP |
School sixth form (number of pupils) | 34 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 98% |
Apprenticeships (percentage) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 93% |
Further education (percentage) | SUPP |
School sixth form (percentage) | 81% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 36 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 35 |
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 | 42 |
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) | 41 |
Number of pupils completing key stage 4 in 2019/20 | 103 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 91% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 50 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 53 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 91% |
Number of pupils completing key stage 4 in 2018/19 | 90 |
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 | 38 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 52 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 7 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | 0 |
Cohort size | 109 |
Progressed | 72% |
Apprenticeships | 3% |
Higher Education | 67% |
Top third | 13% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 47 |
Progressed for academic/applied general cohort | 81% |
Progression score for academic/applied general cohort | 0 |
Upper confidence limit on the progression score for the academic/applied general cohort | 11 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -11 |
Cohort size for TLEV cohort | 62 |
Progressed for TLEV cohort | 65% |
Score for TLEV cohort | 12 |
Upper confidence limit on the progression score for the TLEV cohort | 24 |
Lower confidence limit on the progression score for the TLEV cohort | 0 |
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 | 76% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 72% |
Top third for disadvantaged students | 17% |
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) | 130 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 105 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 17 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 62 |
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) | 59 |
Other education destinations (All levels of study) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 26 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 17 |
Activity not captured in data (All levels of study) (number of students) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 81% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 13% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 48% |
Further education (level 3 and below) (All levels of study) (percentage) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) | 45% |
Other education destinations (All levels of study) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 20% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 13% |
Activity not captured in data (All levels of study) (percentage) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 55 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 42 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 7 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 20 |
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) | 19 |
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) | 15 |
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) | 7 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 76% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 13% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 36% |
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) | 35% |
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) | 27% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 13% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 11% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 75 |
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) | 10 |
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) | 42 |
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) | 40 |
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) | 11 |
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) | 10 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 84% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 13% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 56% |
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) | 53% |
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) | 15% |
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) | 13% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 114 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 96 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 15 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 59 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 58 |
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) | 22 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 13 |
Activity not captured in data (Level 3) (number of students) | 5 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 84% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 13% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 52% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 51% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 19% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 11% |
Activity not captured in data (Level 3) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 42 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 34 |
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) | 18 |
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) | 81% |
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) | 43% |
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) | 72 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 62 |
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) | 41 |
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) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 86% |
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) | 57% |
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) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 6 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | 2 |
Further education (level 3 and below) (Level 2) (number of students) | 1 |
Higher education (level 4 and above) (Level 2) (number of students) | 0 |
Other education destinations (Level 2) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 2 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 1 |
Activity not captured in data (Level 2) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 60% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 20% |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 20% |
Further education (level 3 and below) (Level 2) (percentage) | 10% |
Higher education (level 4 and above) (Level 2) (percentage) | 0% |
Other education destinations (Level 2) (percentage) | 10% |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 20% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 10% |
Activity not captured in data (Level 2) (percentage) | 30% |
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) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 3 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
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) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | 1 |
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) | 3 |
Activity not captured in data (L1, entry level and other) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 50% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 17% |
Further education (level 3 and below) (L1, entry level and other) (percentage) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | 17% |
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) | 33% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 50% |
Activity not captured in data (L1, entry level and other) (percentage) | 0% |
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 | 7 |
Upper confidence limit on the progression score for the total cohort | 14 |
Lower confidence limit on the progression score for the total cohort | 0 |
Cohort size | 109 |
Progressed | 72% |
Apprenticeships | 3% |
Higher Education | 67% |
Top third | 13% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 47 |
Progressed for academic/applied general cohort | 81% |
Progression score for academic/applied general cohort | 0 |
Upper confidence limit on the progression score for the academic/applied general cohort | 11 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -11 |
Cohort size for TLEV cohort | 62 |
Progressed for TLEV cohort | 65% |
Score for TLEV cohort | 12 |
Upper confidence limit on the progression score for the TLEV cohort | 24 |
Lower confidence limit on the progression score for the TLEV cohort | 0 |
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 | 76% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 72% |
Top third for disadvantaged students | 17% |
Higher technical for disadvantaged students | SUPP |