For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1493 |
Number of girls on roll | 721 |
Number of boys on roll | 772 |
Percentage of girls on roll | 48.3 |
Percentage of boys on roll | 51.7 |
Number of eligible pupils with an EHC plan | 55 |
Percentage of eligible pupils with an EHC plan | 3.7 |
Number of eligible pupils with SEN support | 181 |
Percentage of eligible pupils with SEN support | 12.1 |
No. pupils where English not first language | 713 |
No. pupils with English first language | 727 |
No. pupils where first language is unclassified | 53 |
% pupils where English not first language | 47.8 |
% pupils with English first language | 48.7 |
No. pupils eligible for free school meals | 404 |
Number of pupils eligible for FSM at any time during the past 6 years | 349 |
Total pupils for FSMEver | 1230 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 28.4 |
Alphabetic index | 22064 |
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School address (1) | Penn Road |
School town | Wolverhampton |
School postcode | WV3 0EG |
School telephone number | 1902341230 |
School parliamentary constituency code | E14001596 |
School parliamentary constituency name | Wolverhampton West |
Converter academy: URN | 0 |
Religious denomination | Unknown |
Age range | 4-19 |
School published in secondary school (key stage 4) performance tables | 0 |
School published in school and college (key stage 5) performance tables | 0 |
Total number of pupils (including part-time pupils) | 1493 |
Number of pupils aged 11 | 90 |
Published eligible pupil number | 89 |
Eligible boys on school roll at time of tests | 47 |
Eligible girls on school roll at time of tests | 42 |
Percentage of eligible boys on school roll at time of tests | 53% |
Percentage of eligible girls on school roll at time of tests | 47% |
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) | 29 |
Percentage of key stage 2 disadvantaged pupils | 33% |
Number of key stage 2 pupils who are not disadvantaged | 60 |
Percentage of key stage 2 pupils who are not disadvantaged | 67% |
Number of eligible pupils with English as additional language (EAL) | 56 |
Percentage of eligible pupils with English as additional language (EAL) | 63% |
Number of eligible pupils classified as non-mobile | 85 |
Percentage of eligible pupils classified as non-mobile | 96% |
Percentage of pupils reaching the expected standard in reading, writing and maths | 60% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 2% |
Percentage of pupils reaching the expected standard in reading | 80% |
Percentage of pupils achieving a high score in reading | 30% |
Percentage of pupils absent from or not able to access the test in reading | 0% |
Average scaled score in reading | 105 |
Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 78% |
Percentage of pupils achieving a high score in grammar, punctuation and spelling | 38% |
Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 0% |
Average scaled score in grammar, punctuation and spelling | 105 |
Percentage of pupils reaching the expected standard in maths | 67% |
Percentage of pupils achieving a high score in maths | 22% |
Percentage of pupils absent from or not able to access the test in maths | 0% |
Average scaled score in maths | 103 |
Percentage of pupils reaching the expected standard in writing | 78% |
Percentage of pupils working at greater depth within the expected standard in writing | 2% |
Percentage of pupils working towards the expected standard in writing | 19% |
Percentage of pupils absent or disapplied in writing TA | 0% |
Percentage of pupils reaching the expected standard in science TA | 82% |
Percentage of pupils absent or disapplied in science TA | 0% |
Percentage of boys reaching the expected standard in reading, writing and maths | 57% |
Percentage of girls reaching the expected standard in reading, writing and maths | 62% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 45% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 67% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -22 |
Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 70% |
Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 60% |
Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 2% |
Percentage of girls reaching the HIGHected standard in reading, writing and maths | 2% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 3% |
Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -10 |
Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 4% |
Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 2% |
Average scaled score in reading for boys | 105 |
Average scaled score in reading for girls | 106 |
Average scaled score in reading for disadvantaged pupils | 103 |
Average scaled score in reading for non-disadvantaged pupils | 106 |
Average scaled score in reading for EAL pupils | 106 |
Average scaled score in reading for MOBN pupils | 105 |
Average scaled score in maths for boys | 104 |
Average scaled score in maths for girls | 103 |
Average scaled score in maths for disadvantaged pupils | 102 |
Average scaled score in maths for non-disadvantaged pupils | 104 |
Average scaled score in maths for EAL pupils | 105 |
Average scaled score in maths for MOBN pupils | 103 |
Average scaled score in GPS for boys | 105 |
Average scaled score in GPS for girls | 106 |
Average scaled score in GPS for disadvantaged pupils | 102 |
Average scaled score in GPS for non-disadvantaged pupils | 107 |
Average scaled score in GPS for EAL pupils | 107 |
Average scaled score in GPS for MOBN pupils | 106 |
Percentage of disadvantaged pupils reaching the expected standard in reading | 69% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading | 85% |
Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 66% |
Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 83% |
Percentage of disadvantaged pupils reaching the expected standard in maths | 62% |
Percentage of non-disadvantaged pupils reaching the expected standard in maths | 70% |
Percentage of disadvantaged pupils reaching the expected standard in writing | 66% |
Percentage of non-disadvantaged pupils reaching the expected standard in writing | 83% |
Percentage of disadvantaged pupils achieving a high score in reading | 24% |
Percentage of non-disadvantaged pupils achieving a high score in reading | 33% |
Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 17% |
Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 48% |
Percentage of disadvantaged pupils achieving a high score in maths | 14% |
Percentage of non-disadvantaged pupils achieving a high score in maths | 27% |
Percentage of disadvantaged pupils working at greater depth in writing | 0% |
Percentage of non-disadvantaged pupils working at greater depth in writing | 3% |
Number of eligible pupils with English as first language | 32 |
Percentage of eligible pupils with English as first language | 36% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 1% |
Number of eligible pupils with EHC plan | 1 |
Percentage of eligible pupils with EHC plan | 1% |
Number of eligible pupils with SEN support | 12 |
Percentage of eligible pupils with SEN support | 13% |
Number of eligible pupils with SEN (EHC plan or SEN support) | 13 |
Percentage of eligible pupils with SEN (EHC plan or SEN support) | 15% |
Number of eligible pupils 2023 | 90 |
Percentage of key stage 2 disadvantaged pupils one year prior | 11% |
Percentage of key stage 2 pupils who are not disadvantaged one year prior | 89% |
Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 72% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 6% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 50% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 75% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 6% |
Reading progress measure - one year prior | 0.6 |
Reading progress measure - lower confidence limit - one year prior | -0.7 |
Reading progress measure - upper confidence limit - one year prior | 1.9 |
Writing progress measure - one year prior | 0.3 |
Writing progress measure - lower confidence limit - one year prior | -1 |
Writing progress measure - upper confidence limit - one year prior | 1.5 |
Maths progress measure - one year prior | 1.2 |
Maths progress measure - lower confidence limit - one year prior | 0 |
Maths progress measure - upper confidence limit - one year prior | 2.4 |
Average scaled score in reading - one year prior | 106 |
Average scaled score in maths - one year prior | 106 |
School address (1) | Penn Road |
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School town | Wolverhampton |
School postcode | WV3 0EG |
School telephone number | 01902341230 |
School parliamentary constituency code | E14001596 |
School parliamentary constituency name | Wolverhampton West |
Religious denomination | Unknown |
Age range | 4-19 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NA |
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) | 1493 |
Total boys on roll (including part-time pupils) | 772 |
Total girls on roll (including part-time pupils) | 721 |
Number of pupils at the end of key stage 4 | 125 |
Number of boys at the end of key stage 4 | 61 |
% of pupils at the end of key stage 4 who are boys | 48.80% |
Number of girls at the end of key stage 4 | 64 |
% of pupils at the end key stage 4 who are girls | 51.20% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 102.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 33 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 29.50% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 60 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.60% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 19 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 17.00% |
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) | 44 |
Percentage of key stage 2 disadvantaged pupils | 35.20% |
Number of key stage 2 pupils who are not disadvantaged | 81 |
Percentage of key stage 2 pupils who are not disadvantaged | 64.80% |
Number of eligible pupils with English as additional language (EAL) | 47 |
Percentage of eligible pupils with English as additional language (EAL) | 37.60% |
Number of eligible pupils with English as first language | 75 |
Percentage of eligible pupils with English as first language | 60.00% |
Number of eligible pupils with unclassified language | 3 |
Percentage of eligible pupils with unclassified language | 2.40% |
Number of pupils at the end of key stage 4 who are non-mobile | 118 |
% of pupils at the end of key stage 4 who are non-mobile | 94.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 8 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 38 |
% 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 | 30.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 30 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 24.00% |
Total sum of Attainment 8 scores | 5881.8 |
Average Attainment 8 score per pupil | 47.1 |
Total sum of Attainment 8 scores for English element | 1218 |
Average Attainment 8 score per pupil for English element | 9.7 |
Total sum of Attainment 8 scores for mathematics element | 1146 |
Average Attainment 8 score per pupil for mathematics element | 9.2 |
Total sum of Attainment 8 scores for EBacc element | 1771 |
Average Attainment 8 score per pupil for EBacc element | 14.2 |
Total sum of Attainment 8 scores for open element | 1746.8 |
Average Attainment 8 score per pupil for open element | 14 |
Total sum of Attainment 8 scores for open element - GCSE only | 1476.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 11.8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 270.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 2.2 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 112 |
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 | 90% |
Progress 8 measure after adjustment for extreme scores | 0.35 |
Progress 8 lower 95% confidence interval for adjusted average | 0.09 |
Progress 8 upper 95% confidence interval for adjusted average | 0.61 |
Progress 8 measure based on unadjusted pupil scores | 0.35 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.08 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.62 |
Progress 8 measure for English element | 0.18 |
Lower 95% confidence interval for Progress 8 English element | -0.12 |
Upper 95% confidence interval for Progress 8 English element | 0.48 |
Progress 8 measure for mathematics element | 0.25 |
Lower 95% confidence interval for Progress 8 maths element | -0.02 |
Upper 95% confidence interval for Progress 8 maths element | 0.53 |
Progress 8 measure for EBacc element | 0.53 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.22 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.83 |
Progress 8 measure for open element | 0.36 |
Lower 95% confidence interval for Progress 8 open element | 0.06 |
Upper 95% confidence interval for Progress 8 open element | 0.66 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 66.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 47.20% |
Total EBacc APS score per pupil | 477.19 |
Average EBacc APS score per pupil | 3.82 |
Average EBacc APS score per disadvantaged pupil | 3.12 |
Average EBacc APS score per non-disadvantaged pupil | 4.2 |
Average EBacc APS score per pupil with low prior attainment | 2.45 |
Average EBacc APS score per pupil with middle prior attainment | 4.04 |
Average EBacc APS score per pupil with high prior attainment | 5.47 |
Average EBacc APS score per pupil for whom English is an additional language | 4.23 |
Average EBacc APS score per girl | 3.6 |
Average EBacc APS score per boy | 4.04 |
Average EBacc APS score per non-mobile pupil | 3.83 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 17 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 13.60% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 8.00% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 4.00% |
Number of pupils entering the English Baccalaureate English subject area | 121 |
% of pupils entering the English Baccalaureate English subject area | 96.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 125 |
% of pupils entering the English Baccalaureate Maths subject area | 100.00% |
Number of pupils entering the English Baccalaureate Science subject area | 122 |
% of pupils entering the English Baccalaureate Science subject area | 97.60% |
Number of pupils entering the English Baccalaureate Humanities subject area | 70 |
% of pupils entering the English Baccalaureate Humanities subject area | 56.00% |
Number of pupils entering the English Baccalaureate Language subject area | 27 |
% of pupils entering the English Baccalaureate Language subject area | 21.60% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 84.00% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 63.20% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 68.00% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 51.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 70.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 54.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 61.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 38.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 74.10% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 44.40% |
Number of pupils included in English Baccalaureate Science Value Added measure | 109 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 89% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 68 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
Number of pupils included in English Baccalaureate Language Value Added measure | 23 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 85% |
English Baccalaureate Science Value Added measure | 0.79 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.52 |
English Baccalaureate Science Value Added upper 95% confidence limit | 1.07 |
EBacc Humanities VA measure | 0.17 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.25 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.59 |
English Baccalaureate Languages Value Added measure | 0.07 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.73 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.87 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 105 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 79 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 85 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 64 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 86 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 67 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 43 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 27 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 20 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 12 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 17 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 13.60% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 121 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.80% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 124 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 99.20% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 121 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.20% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 69 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.60% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 27 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 39.4 |
Number of disadvantaged pupils in Progress 8 measure | 42 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.09 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.52 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.34 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.09 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.53 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.34 |
Average Attainment 8 score per non-disadvantaged pupil | 51.2 |
Number of non-disadvantaged pupils in Progress 8 measure | 70 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.62 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.29 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.95 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.62 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.28 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.96 |
Average Attainment 8 score per disadvantaged pupil for English element | 8.6 |
Progress 8 measure for English element - disadvantaged pupils | -0.15 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.64 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.34 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.15 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.6 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.3 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 11.2 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.09 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.58 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.41 |
Average Attainment 8 score per disadvantaged pupil for open element | 12.1 |
Progress 8 measure for open element - disadvantaged pupils | -0.02 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.51 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.47 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.4 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.38 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.75 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.5 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.15 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.84 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 15.8 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.89 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.51 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.28 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 15 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.59 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.21 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.96 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 9.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.3 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.1 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -10.6 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.25 |
Average Attainment 8 score per pupil with low prior attainment | 31 |
Number of pupils with low prior attainment included in Progress 8 measure | 33 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.46 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.02 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.95 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.46 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.03 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.96 |
Average Attainment 8 score per pupil with middle prior attainment | 50.1 |
Number of pupils with middle prior attainment included in Progress 8 measure | 60 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.39 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.03 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.74 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.38 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.02 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.75 |
Average Attainment 8 score per pupil with high prior attainment | 63.6 |
Number of pupils with high prior attainment included in Progress 8 measure | 19 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.05 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.58 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.69 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.05 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.6 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.7 |
Average Attainment 8 score per pupil for whom English is an additional language | 52.4 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.6 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.4 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.1 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 15.2 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.6 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 41 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.83 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.39 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.26 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.83 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.38 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.27 |
Average Attainment 8 score per girl | 44.7 |
Average Attainment 8 score per girl for English element | 9.7 |
Average Attainment 8 score per girl for mathematics element | 8.2 |
Average Attainment 8 score per girl for EBacc element | 13 |
Average Attainment 8 score per girl for open element | 13.8 |
Average Attainment 8 score per girl - GCSE only | 11.9 |
Average Attainment 8 score per girl - non-GCSE only | 1.8 |
Number of girls included in Progress 8 measure | 58 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.29 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.07 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.66 |
Unadjusted Progress 8 measure - girls | 0.29 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.08 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.66 |
Average Attainment 8 score per boy | 49.6 |
Average Attainment 8 score per boy for English element | 9.8 |
Average Attainment 8 score per boy for mathematics element | 10.2 |
Average Attainment 8 score per boy for EBacc element | 15.4 |
Average Attainment 8 score per boy for open element | 14.2 |
Average Attainment 8 score per boy - GCSE only | 11.7 |
Average Attainment 8 score per boy - non-GCSE only | 2.5 |
Number of boys included in Progress 8 measure | 54 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | 0.41 |
Adjusted Progress 8 lower 95% confidence interval - boys | 0.04 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.79 |
Unadjusted Progress 8 measure - boys | 0.41 |
Unadjusted Progress 8 lower 95% confidence interval - boys | 0.03 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.8 |
Average Attainment 8 score per non-mobile pupil | 47.2 |
Average Attainment 8 score per non-mobile pupil for English element | 9.8 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.1 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.2 |
Average Attainment 8 score per non-mobile pupil for open element | 14 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 11.8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.2 |
Number of non-mobile pupils included in Progress 8 measure | 109 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | 0.36 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.09 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.63 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.36 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.09 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.63 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 3 |
EBacc entered % by low prior attainment | 9.10% |
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 | 9 |
EBacc entered % by middle prior attainment | 15.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 8.30% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 6.70% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by high prior attainment | 21.10% |
EBacc achieved % by high prior attainment - with 9-4 passes | 21.10% |
EBacc achieved % by high prior attainment - with 9-5 passes | 5.30% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 11.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 14.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 4.50% |
% 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 | 9.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.20% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.54 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.99 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.63 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.32 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.06 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.22 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.2 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.02 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.3 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.42 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.58 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.49 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.08 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.14 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.78 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.14 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.4 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.72 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.04 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.05 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.37 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.62 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.29 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.02 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.41 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.01 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.95 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.1 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.98 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.54 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.8 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.41 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.95 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.91 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.37 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.53 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.1 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.82 |
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 | 1.64 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.49 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.96 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.95 |
% of boys with entries in all English Baccalaureate subject areas | 13.10% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 11.50% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 4.90% |
% of girls with entries in all English Baccalaureate subject areas | 14.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 4.70% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 3.10% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 14.40% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 8.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 4.20% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 10.60% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 8.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 2.10% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 66.40% |
% of pupils achieving any qualifications | 99.20% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 56.80% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 71.60% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 15.20% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 50 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 83.30% |
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 | 100.00% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 72.10% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 60.90% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 76.60% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 66.10% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 27.30% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 58.00% |
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 | 3.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 34 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 56.70% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 18 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 94.70% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 52.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 42.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 53.20% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 46.60% |
% of pupils entering more than one language | 2.40% |
% of pupils entering biology, chemistry and physics | 55.20% |
Average number of KS4 entries per pupil | 8.2 |
Average number of KS4 entries per pupil with low prior attainment | 7.8 |
Average number of KS4 entries per pupil with middle prior attainment | 8.2 |
Average number of KS4 entries per pupil with high prior attainment | 8.8 |
Average number of KS4 entries per disadvantaged pupil | 7.8 |
Average number of KS4 entries per non-disadvantaged pupil | 8.4 |
Average number of GCSE entries per pupil | 7.6 |
Average number of GCSE entries per pupil with low prior attainment | 6.8 |
Average number of GCSE entries per pupil with middle prior attainment | 7.7 |
Average number of GCSE entries per pupil with high prior attainment | 8.5 |
Average number of GCSE entries per disadvantaged pupil | 7.1 |
Average number of GCSE entries per non-disadvantaged pupil | 7.9 |
Total volume of entries without discounting | 1026 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Above average |
Number of pupils completing key stage 4 in 2020/21 | 111 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 106 |
Apprenticeships (number of pupils) | 2 |
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) | 74 |
Further education (number of pupils) | 14 |
School sixth form (number of pupils) | 57 |
Sixth form college (number of pupils) | 3 |
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) | 2 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
Apprenticeships (percentage) | 2% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 90% |
Further education (percentage) | 17% |
School sixth form (percentage) | 70% |
Sixth form college (percentage) | 4% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 2% |
Activity not captured (percentage) | 2% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 29 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 28 |
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 82 |
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) | 78 |
Number of pupils completing key stage 4 in 2019/20 | 122 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 26 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 100% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 96 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of pupils completing key stage 4 in 2018/19 | 95 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 91% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 18 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 100% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 77 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 88% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 26 |
Upper confidence limit on the progression score for the total cohort | 34 |
Lower confidence limit on the progression score for the total cohort | 17 |
Cohort size | 93 |
Progressed | 97% |
Apprenticeships | 1% |
Higher Education | 95% |
Top third | 42% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 93 |
Progressed for academic/applied general cohort | 97% |
Progression score for academic/applied general cohort | 26 |
Upper confidence limit on the progression score for the academic/applied general cohort | 34 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 17 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 100% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 103 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 89 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 6 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 69 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 66 |
Other education destinations (All levels of study) (number of students) | 2 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 14 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 6 |
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) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 6% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 67% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 64% |
Other education destinations (All levels of study) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 14% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 6% |
Activity not captured in data (All levels of study) (percentage) | 8% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 21 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 16 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 3 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 76% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 14% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 82 |
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) | 73 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 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) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 89% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 13% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 100 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 88 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 6 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 69 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 66 |
Other education destinations (Level 3) (number of students) | 2 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 13 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 6 |
Activity not captured in data (Level 3) (number of students) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 6% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 69% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 66% |
Other education destinations (Level 3) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 13% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
Activity not captured in data (Level 3) (percentage) | 6% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
Other education destinations (Level 2) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
Activity not captured in data (Level 2) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
Other education destinations (Level 2) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
Activity not captured in data (Level 2) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 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 | 26 |
Upper confidence limit on the progression score for the total cohort | 34 |
Lower confidence limit on the progression score for the total cohort | 17 |
Cohort size | 93 |
Progressed | 97% |
Apprenticeships | 1% |
Higher Education | 95% |
Top third | 42% |
Higher technical | 1% |
Cohort size for academic/applied general cohort | 93 |
Progressed for academic/applied general cohort | 97% |
Progression score for academic/applied general cohort | 26 |
Upper confidence limit on the progression score for the academic/applied general cohort | 34 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 17 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 100% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |