For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1419 |
Number of girls on roll | 690 |
Number of boys on roll | 729 |
Percentage of girls on roll | 48.6 |
Percentage of boys on roll | 51.4 |
Number of eligible pupils with an EHC plan | 111 |
Percentage of eligible pupils with an EHC plan | 7.8 |
Number of eligible pupils with SEN support | 285 |
Percentage of eligible pupils with SEN support | 20.1 |
No. pupils where English not first language | 41 |
No. pupils with English first language | 1378 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 2.9 |
% pupils with English first language | 97.1 |
No. pupils eligible for free school meals | 374 |
Number of pupils eligible for FSM at any time during the past 6 years | 361 |
Total pupils for FSMEver | 1187 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 30.4 |
School address (1) | Coronation Street |
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School town | Swadlincote |
School postcode | DE11 0QA |
School telephone number | 01283216837 |
School parliamentary constituency code | E14001483 |
School parliamentary constituency name | South Derbyshire |
Religious denomination | None |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1419 |
Total boys on roll (including part-time pupils) | 729 |
Total girls on roll (including part-time pupils) | 690 |
Number of pupils at the end of key stage 4 | 265 |
Number of boys at the end of key stage 4 | 136 |
% of pupils at the end of key stage 4 who are boys | 51.30% |
Number of girls at the end of key stage 4 | 129 |
% of pupils at the end key stage 4 who are girls | 48.70% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 102.7 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 77 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 29.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 132 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 51.00% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 50 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 19.30% |
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) | 73 |
Percentage of key stage 2 disadvantaged pupils | 27.50% |
Number of key stage 2 pupils who are not disadvantaged | 192 |
Percentage of key stage 2 pupils who are not disadvantaged | 72.50% |
Number of eligible pupils with English as additional language (EAL) | 10 |
Percentage of eligible pupils with English as additional language (EAL) | 3.80% |
Number of eligible pupils with English as first language | 255 |
Percentage of eligible pupils with English as first language | 96.20% |
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 | 256 |
% of pupils at the end of key stage 4 who are non-mobile | 96.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 24 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 9.10% |
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 | 72 |
% 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 | 27.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 48 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 18.10% |
Total sum of Attainment 8 scores | 11212.8 |
Average Attainment 8 score per pupil | 42.3 |
Total sum of Attainment 8 scores for English element | 2505 |
Average Attainment 8 score per pupil for English element | 9.5 |
Total sum of Attainment 8 scores for mathematics element | 2434 |
Average Attainment 8 score per pupil for mathematics element | 9.2 |
Total sum of Attainment 8 scores for EBacc element | 3197 |
Average Attainment 8 score per pupil for EBacc element | 12.1 |
Total sum of Attainment 8 scores for open element | 3076.8 |
Average Attainment 8 score per pupil for open element | 11.6 |
Total sum of Attainment 8 scores for open element - GCSE only | 2483 |
Average Attainment 8 score per pupil for open element - GCSE only | 9.4 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 593.8 |
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 | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.6 |
Number of pupils included in Progress 8 measure | 259 |
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 | 98% |
Progress 8 measure after adjustment for extreme scores | -0.11 |
Progress 8 lower 95% confidence interval for adjusted average | -0.28 |
Progress 8 upper 95% confidence interval for adjusted average | 0.07 |
Progress 8 measure based on unadjusted pupil scores | -0.11 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.29 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.06 |
Progress 8 measure for English element | 0.02 |
Lower 95% confidence interval for Progress 8 English element | -0.18 |
Upper 95% confidence interval for Progress 8 English element | 0.22 |
Progress 8 measure for mathematics element | 0.31 |
Lower 95% confidence interval for Progress 8 maths element | 0.13 |
Upper 95% confidence interval for Progress 8 maths element | 0.5 |
Progress 8 measure for EBacc element | -0.16 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.36 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.04 |
Progress 8 measure for open element | -0.43 |
Lower 95% confidence interval for Progress 8 open element | -0.63 |
Upper 95% confidence interval for Progress 8 open element | -0.23 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 65.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 46.80% |
Total EBacc APS score per pupil | 956.79 |
Average EBacc APS score per pupil | 3.61 |
Average EBacc APS score per disadvantaged pupil | 2.5 |
Average EBacc APS score per non-disadvantaged pupil | 4.03 |
Average EBacc APS score per pupil with low prior attainment | 2.03 |
Average EBacc APS score per pupil with middle prior attainment | 3.8 |
Average EBacc APS score per pupil with high prior attainment | 5.71 |
Average EBacc APS score per pupil for whom English is an additional language | 3.77 |
Average EBacc APS score per girl | 3.63 |
Average EBacc APS score per boy | 3.59 |
Average EBacc APS score per non-mobile pupil | 3.64 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 21 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 7.90% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 6.40% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 3.80% |
Number of pupils entering the English Baccalaureate English subject area | 244 |
% of pupils entering the English Baccalaureate English subject area | 92.10% |
Number of pupils entering the English Baccalaureate Maths subject area | 248 |
% of pupils entering the English Baccalaureate Maths subject area | 93.60% |
Number of pupils entering the English Baccalaureate Science subject area | 248 |
% of pupils entering the English Baccalaureate Science subject area | 93.60% |
Number of pupils entering the English Baccalaureate Humanities subject area | 210 |
% of pupils entering the English Baccalaureate Humanities subject area | 79.20% |
Number of pupils entering the English Baccalaureate Language subject area | 50 |
% of pupils entering the English Baccalaureate Language subject area | 18.90% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 74.30% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 57.40% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 70.90% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 55.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 56.50% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 39.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 55.70% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 43.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 80.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 64.00% |
Number of pupils included in English Baccalaureate Science Value Added measure | 244 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 206 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
Number of pupils included in English Baccalaureate Language Value Added measure | 50 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
English Baccalaureate Science Value Added measure | -0.2 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.38 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.02 |
EBacc Humanities VA measure | 0.08 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.17 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.32 |
English Baccalaureate Languages Value Added measure | 0.4 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.15 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.94 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 197 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 152 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 188 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 146 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 140 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 97 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 117 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 92 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 40 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 32 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 21 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 7.90% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 244 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 92.10% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 246 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 92.80% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 245 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.80% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 207 |
% 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 | 50 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 29.2 |
Number of disadvantaged pupils in Progress 8 measure | 71 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.79 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.12 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.46 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.81 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.15 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.48 |
Average Attainment 8 score per non-disadvantaged pupil | 47.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 188 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.15 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.05 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.36 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.15 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.05 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.36 |
Average Attainment 8 score per disadvantaged pupil for English element | 6.8 |
Progress 8 measure for English element - disadvantaged pupils | -0.73 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.11 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.36 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.35 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.7 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.01 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 8.1 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.85 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.23 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.47 |
Average Attainment 8 score per disadvantaged pupil for open element | 7.8 |
Progress 8 measure for open element - disadvantaged pupils | -1.13 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.51 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.75 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.5 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.3 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.07 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.54 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 10.2 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.57 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.35 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.78 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.6 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.1 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.13 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.33 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 13.1 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.17 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.4 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.06 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 5.9 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.7 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.4 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -20.8 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.95 |
Average Attainment 8 score per pupil with low prior attainment | 24.3 |
Number of pupils with low prior attainment included in Progress 8 measure | 77 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.3 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.62 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.01 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.3 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.62 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.02 |
Average Attainment 8 score per pupil with middle prior attainment | 44.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 132 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.05 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.29 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.19 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.06 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.31 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.18 |
Average Attainment 8 score per pupil with high prior attainment | 65.8 |
Number of pupils with high prior attainment included in Progress 8 measure | 50 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.06 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.34 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.45 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.06 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.34 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.45 |
Average Attainment 8 score per pupil for whom English is an additional language | 45.4 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.4 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.2 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 12.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.9 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 10.1 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.8 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 9 |
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 | -0.1 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.75 |
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 | -0.12 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.77 |
Average Attainment 8 score per girl | 43.1 |
Average Attainment 8 score per girl for English element | 10 |
Average Attainment 8 score per girl for mathematics element | 8.8 |
Average Attainment 8 score per girl for EBacc element | 12.2 |
Average Attainment 8 score per girl for open element | 12.2 |
Average Attainment 8 score per girl - GCSE only | 10.4 |
Average Attainment 8 score per girl - non-GCSE only | 1.8 |
Number of girls included in Progress 8 measure | 126 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.01 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.24 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.26 |
Unadjusted Progress 8 measure - girls | 0 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.25 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.25 |
Average Attainment 8 score per boy | 41.6 |
Average Attainment 8 score per boy for English element | 8.9 |
Average Attainment 8 score per boy for mathematics element | 9.6 |
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 | 8.4 |
Average Attainment 8 score per boy - non-GCSE only | 2.6 |
Number of boys included in Progress 8 measure | 133 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.21 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.46 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.03 |
Unadjusted Progress 8 measure - boys | -0.21 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.46 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.03 |
Average Attainment 8 score per non-mobile pupil | 42.7 |
Average Attainment 8 score per non-mobile pupil for English element | 9.5 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.3 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 12.2 |
Average Attainment 8 score per non-mobile pupil for open element | 11.8 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 9.5 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.2 |
Number of non-mobile pupils included in Progress 8 measure | 251 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.1 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.27 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.08 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.1 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.28 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.08 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by low prior attainment | 5.20% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 1.30% |
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 | 10 |
EBacc entered % by middle prior attainment | 7.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 6.80% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 2.30% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 7 |
EBacc entered % by high prior attainment | 14.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 14.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 14.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 8.20% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 7.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 5.50% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.40% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 6.80% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 4.70% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.22 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.15 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.31 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.82 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.01 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.08 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.16 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.67 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.32 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.11 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.39 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.83 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.32 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.62 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.45 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.18 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.22 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.2 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.14 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.57 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.1 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.4 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.09 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.71 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.18 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.16 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.6 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.04 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.48 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.48 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.41 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.25 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.69 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.37 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.79 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.43 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.24 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.22 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.18 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.39 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.85 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.2 |
% of boys with entries in all English Baccalaureate subject areas | 8.80% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 7.40% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 3.70% |
% of girls with entries in all English Baccalaureate subject areas | 7.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 5.40% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 3.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 7.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 6.60% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 3.90% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 0.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 0.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 0.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 53.20% |
% of pupils achieving any qualifications | 95.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 41.10% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 74.50% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 20 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 26.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 100 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 75.80% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 50 |
% 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 | 68.40% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 62.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 90.00% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 66.00% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 24.70% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 55.20% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 6 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 7.80% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 69 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 52.30% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 49 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 98.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 47.80% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 45.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 60.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 48.00% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 22.60% |
Average number of KS4 entries per pupil | 6.9 |
Average number of KS4 entries per pupil with low prior attainment | 5.6 |
Average number of KS4 entries per pupil with middle prior attainment | 7.1 |
Average number of KS4 entries per pupil with high prior attainment | 8.5 |
Average number of KS4 entries per disadvantaged pupil | 5.8 |
Average number of KS4 entries per non-disadvantaged pupil | 7.3 |
Average number of GCSE entries per pupil | 6.3 |
Average number of GCSE entries per pupil with low prior attainment | 4.9 |
Average number of GCSE entries per pupil with middle prior attainment | 6.5 |
Average number of GCSE entries per pupil with high prior attainment | 8.1 |
Average number of GCSE entries per disadvantaged pupil | 5.2 |
Average number of GCSE entries per non-disadvantaged pupil | 6.7 |
Total volume of entries without discounting | 1830 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Average |
Number of pupils completing key stage 4 in 2020/21 | 223 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 210 |
Apprenticeships (number of pupils) | 13 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 7 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 129 |
Further education (number of pupils) | 77 |
School sixth form (number of pupils) | SUPP |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 2 |
Activity not captured (number of pupils) | 3 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 97% |
Apprenticeships (percentage) | 8% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 5% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 84% |
Further education (percentage) | 50% |
School sixth form (percentage) | SUPP |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 1% |
Activity not captured (percentage) | 2% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 69 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 61 |
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 | 154 |
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) | 149 |
Number of pupils completing key stage 4 in 2019/20 | 187 |
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 | 54 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 85% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 133 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
Number of pupils completing key stage 4 in 2018/19 | 160 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 48 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 90% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 112 |
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 | -8 |
Upper confidence limit on the progression score for the total cohort | 0 |
Lower confidence limit on the progression score for the total cohort | -16 |
Cohort size | 90 |
Progressed | 68% |
Apprenticeships | 1% |
Higher Education | 62% |
Top third | 19% |
Higher technical | 4% |
Cohort size for academic/applied general cohort | 90 |
Progressed for academic/applied general cohort | 68% |
Progression score for academic/applied general cohort | -8 |
Upper confidence limit on the progression score for the academic/applied general cohort | 0 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -16 |
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 | 45% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 36% |
Top third for disadvantaged students | 9% |
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) | 101 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 93 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 10 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 59 |
Further education (level 3 and below) (All levels of study) (number of students) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) | 59 |
Other education destinations (All levels of study) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 24 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 5 |
Activity not captured in data (All levels of study) (number of students) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 10% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 58% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 58% |
Other education destinations (All levels of study) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 24% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 5% |
Activity not captured in data (All levels of study) (percentage) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 11 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 10 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 3 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 4 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 4 |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 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) | 91% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 27% |
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) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | 36% |
Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 27% |
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) | 90 |
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) | 83 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 55 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | 55 |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 21 |
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) | 92% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 8% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 61% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | 61% |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 23% |
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) | 93 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 87 |
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) | 59 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 59 |
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) | 4 |
Activity not captured in data (Level 3) (number of students) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 94% |
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) | 63% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 63% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 24% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 4% |
Activity not captured in data (Level 3) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 10 |
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) | 4 |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 4 |
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) | 3 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 40% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 40% |
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) | 30% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 83 |
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) | 55 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 55 |
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) | 19 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 66% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 66% |
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) | 23% |
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) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 6 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 4 |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
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) | 0 |
Other education destinations (L1, entry level and other) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 2 |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 1 |
Activity not captured in data (L1, entry level and other) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 75% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 50% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
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) | 0% |
Other education destinations (L1, entry level and other) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 25% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 13% |
Activity not captured in data (L1, entry level and other) (percentage) | 13% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | 7 |
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) | 0 |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | 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) (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) | 0% |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | 29% |
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 | -8 |
Upper confidence limit on the progression score for the total cohort | 0 |
Lower confidence limit on the progression score for the total cohort | -16 |
Cohort size | 90 |
Progressed | 68% |
Apprenticeships | 1% |
Higher Education | 62% |
Top third | 19% |
Higher technical | 4% |
Cohort size for academic/applied general cohort | 90 |
Progressed for academic/applied general cohort | 68% |
Progression score for academic/applied general cohort | -8 |
Upper confidence limit on the progression score for the academic/applied general cohort | 0 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -16 |
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 | 45% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | 36% |
Top third for disadvantaged students | 9% |
Higher technical for disadvantaged students | SUPP |